Owens Global Literature 08-09

Week of 4/27 - 5/1 (Docs: Vocab 1&2, Study Guide Ch., 1&2, Tracking Chart)

2009-05-01T10:14:00.000-07:00

Cover of _Night_ by Elie Wiesel.
Courtesy of: http://andersonlibrary.wordpress.com/2009/01/

Tues -
1. Reviewed "Master Race" reading - shared and discussed answers to study guide questions in small groups.
2. Completed our background lecture on WWI and WWII.
3. Worked on Vocabulary Day One

PM only - notes on Hitler Youth and HJ -
PM only: took quiz

3. Went to go get books.
Homework:
Vocab Day One (do this _before_ you read)
Read Ch. 1 & 2.
Write 5 entries total for the Tracking Chart. (not 5 per section; 5 total. Be _sure_ to include page numbers; this WILL help you on your essay.)

Thurs -
AM - background on history. Lecture on ghettos, transportation and arrival
PM - Discussed the book. Work on study Guide for Ch 1 - 2 in groups and as a whole class (completed #1 - 6)

Homework:
1. Vocab Day Two (do this before you read)
2. Read Ch. 3 and 4.
3. Note how you're taking care of your mental/emotional well-being at the bottom of your Tracking Chart. (talking to someone, going for a walk, reading another book - light material: Babysitter's Club? Hardy Boy's - something easy and fun.)
4. Tracking Chart - 5 more entries.

IF YOU WERE ABSENT:
Be sure to get the notes from a classmate when you return. PM only - be sure to come in to make up the quiz.

DOCUMENTS:
Night Vocabulary
Day One
New words:
waif (p.3) conflagration (p.21) farce (p.21) pious (p.24) (p.25) abyss

The Ghetto
At first, the whole thing seemed like a tremendous farce. How could anyone believe that the expectations to live so unsanitary, cramped, and with so little food could be real? But then, as conditions worsened and even the heaviest and most robust of us became weak, ill and waif-like, it seemed true that a conflagration of suffering was beginning to consume our lives. Even the most pious believers – the ones who studied and prayed so dutifully for so long – began to doubt whether help would find us in time. We tried not to imagine it, but sometimes it seemed as though our prayers were falling into a great, empty abyss.

Sample Sentences: Write the correct word in their correct form (change the endings as necessary) in the space provided in each sentence.

1. The __________________ reached out her hand and we could not help but give her food.

2. Its malevolent flames licking the sky, the ____________________ destroyed half the city overnight.

3. Coming up and over the wreck, the Jacque Cousteau (the infamous underwater explorer) gasped as his feeble light disappeared down into the seemingly never-ending ___________.

4. “Say you’re sorry like you really mean it,” Claire demanded. “Otherwise this whole apology is just one big ____________________ and I don’t think it’s funny one bit!”

5. __________________, Bob had driven himself to the temple every single week for the past 50 years.

Definitions: Match the new words with their dictionary meanings.
6. waif ________
a. a ridiculous or empty show or mockery *the enforcement of this law became a farce*
7. conflagration ________
b. an immeasurably deep gulf or great space
8. farce ________
c. a stray person or animal ; especially : a homeless child

9. pious ________
d. fire ; especially : a large disastrous fire

10. abyss________
e. showing loyal reverence for a person or thing : dutiful

Definitions courtesy of: http://www.merriam-webster.com/dictionary

VOCABULARY DAYS 1 & 2

Night Vocabulary
Day Two
New words:
invectives (p.30) sages (p.31) lucidity (p.36) harangue (p.38) veritable (p.38)

Arrival
If the sages had predicted this, they had kept it to themselves. Could you blame them? The camps were a veritable hell on earth. In moments of lucidity, I could clearly see them for what they really were – simple monuments to fear and hatred. But, most of the time the pure horror and chaos overwhelmed and exhausted me; I walked around in a glaze-eyed stupor. Some of the men tried to harangue us with speeches about hope whenever we seemed down, but their speeches only seemed to make things worse, somehow. The invectives of the guards seemed more honest. And, in a sick, sad way, I somehow preferred them to the messages to keep going. Maybe it was because I needed something to fight against, rather than a vague, invisible hope to live for.

Sample Sentences: Write the correct word in their correct form (change the endings as necessary) in the space provided in each sentence.

1. More than sticks or stones, the man’s fierce _________________ landed sharply against my already weary emotions; without wanting to, I started to cry.

2. After last practice, our soccer coach ______________________ us about our loss to Albany for more than 30 minutes!

3. Even though during math class my head usually feels like it’s full of cotton-like clouds, today I had a moment of fantastic ___________________ and actually understood the quadratic equation!

4. My little sister is a _________________ little weasel! She’s always finding ways to trick and tease me; and she’s always somehow cleverly slipping of punishments and chores.

5. Advice from a __________________ has more value than gold.

Definitions: Match the new words with their dictionary meanings.
6. invectives ________ a. clearness of thought or style
7. sages ________ b. insulting or abusive language
8. lucidity ________ c. being in fact the thing named and not false, unreal, or imaginary —often used to stress the aptness of
a metaphor *a veritable mountain of references*
9. harangue ________ d. one (as a profound philosopher) distinguished for wisdom
10. veritable (p.38) ________ e. declaim - to recite something as an exercise in elocution (the art of effective public speaking)

Definitions courtesy of: http://www.merriam-webster.com/dictionary

************************************
STUDY GUIDE - CHAPTERS 1 & 2
Global Literature Name___________________
Night by Elie Wiesel

Chapters 1 & 2

1. What are your initial reactions to the book? What did you notice about: your own emotional reaction (how did you feel), your intellectual reaction (what do you want to know more about, etc.), the writing (what words, phrases, descriptions caught your attention)?

2. Why do you think Wiesel starts the book with the story of Moishe the Beadle?

3. What do the following lines tell the reader about the people of Sighet? Why might the people behave in this way? What kind of mood does this create? How?

a. The people were saying, ‘The Red Army is advancing with giant strides…Hitler will not be able to harm us, even if he wants to…” Yes, we even doubted his resolve to exterminate us. Annihilate an entire people? Wipe out a population dispersed throughout so many nations? So many millions of people! By what means? In the middle of the twentieth century (8)

4. Find another passage, similar to the one above, that Wiesel includes to create irony, foreshadowing and a mood of foreboding. Include the page number.

5. Explain the importance of the following passage.

NIGHT. No one was praying for the night to pass quickly. The starts were but sparks of the immense conflagration that was consuming us. Were this conflagration to be extinguished one day, nothing would be left in the sky but extinct stars and unseeing eyes (21).

6. Compare the passage above to the similar passage from the first translation.
Night No one prayed, so that the night would pass quickly. The starts were only sparks of the fire
which devours us. Should that fire die out one day, there would be nothing left in the sky but dead stars, dead eyes (18)

7. Write down one line that you think best describes the experience of the transport (chapter 2). Why did you select this line?

8. Why does Wiesel include the story of Mrs. Schachter? How does it affect the mood, etc.?

9. Write down at least one topic and what the author is trying to say about this topic (the theme) for these two chapters.

**********************
TRACKING CHART
Day One - Pages 1-26
As you read, write down examples of each of these four themes in Night. Be sure to note the page number. You can write quotations or just sumarize what is happening when you encounter these themes.

Themes Examples from Reading Page Number

Faith
Survival
Resistance
Family

Day Two - Pages 27-62
As you read, write down examples of each of these four themes in Night. Be sure to note the page number. You can write quotations or just sumarize what is happening when you encounter these themes.

Themes Examples from Reading Page Number
Faith
Survival
Resistance
Family

Day Three - Pages 63-92
As you read, write down examples of each of these four themes in Night. Be sure to note the page number. You can write quotations or just sumarize what is happening when you encounter these themes.
Themes Examples from Reading Page Number
Faith
Survival
Resistance
Family

Day Four - Pages 93-109
As you read, write down examples of each of these four themes in Night. Be sure to note the page number. You can write quotations or just sumarize what is happening when you encounter these themes.
Themes Examples from Reading Page Number
Faith
Survival
Resistance
Family

Fri. 4/24/09 - Holocaust Day One

2009-04-24T17:51:00.000-07:00

Image courtesy of:
http://www.rschindler.com/usholocaustmemorial.jpg

Today we:
1. Finished poetry performances
2. Ms. Owens read "Riddle" by William Heyen

If you were absent, check it out online and write a short reflection of your first reactions to the poem.
http://kitkat211.blogspot.com/2008/03/riddle-by-william-heyen-along-with.html

3. We reflected on what we already know/have learned about the Holocaust. If you were absent, get the blue "Customs: Holocaust" sheet from the binder and fill it out.

4. We took notes on the history of WWI and WWII. If you were absent, get notes from a classmate next class. We will be having an open-note quiz on the lecture and the reading homework on Tuesday.

Homework:
#1-3 OR #4-6 questions (one paragraph per answer written NEATLY or typed) for the reading "Master Race" due Tuesday.
If you were absent, get the reading from the binder - due Thurs.

Welcome to the Poetry Cafe! 4/20 - 4/22

2009-04-20T11:15:00.000-07:00

Poetry presentations begin today.

Please make sure to sign up for your spot. # 1 - 5 = extra credit! : )

We'll finish any we don't get to on Wed. 4/22.

Your zine is due on Wed. I'm thrilled to see your creations!

Thurs. 4/16 0 Poetry Cafe NEXT CLASS! :)

2009-04-17T15:33:00.000-07:00

POETRY CAFE IS MONDAY.
HELPFUL DOCS ARE PASTED BELOW, including:

1. "What to Bring" List
2. Poem Analysis Peer Editing Sheet
3. Presentation Poem Analysis Poetry Unit - Grading Rubric
4. Poetry Café: Poetry Reading Scoring Rubric
5. Speaking Scoring/Feedback Form (State Assessment)
6. Poetry Buddy!
7. A Sample Poem Analysis - you can find the original poem on www.poetryoutloud.org
8. Poetry Zine instructions (again)

I'm looking forward to a Powerful, perfect, profound Poetry Cafe!

Homework:
Poetry Zine due Wed. 4/22. Details below.

*******************************************

Poetry Café - 165 points Name __________________
“What to Bring” List
 This list. Students will receive extra credit for having ALL of the following ready to
turn in the minute class begins.
 Clean, unmarked copy of poem – decorate the edges if you want ☺ - 10 pts.
 3” x 5” note card for your speech – with phrases only, not whole sentences – 10 pts.
 Poetry Café Rubric (with Poetry Café: Poetry Reading Scoring Rubric on the
front and the Speaking Scoring/Feedback Form on the back) – 5 pts.
 Your poem analysis packet, stapled in this order:
 1. Analysis rubric – 5 points
 2. Typed final draft of analysis of your presentation poem – 25 points
 3. Poetry Buddy – 10 points
 4. Peer Editing on speaking and analysis – 10 points
 5. Presentation poem with notes on form, sound, meaning AND tone. – 10 pts.

Remember, during the poetry café, you will:
1. Introduce your poem: including Title, Author, and appropriate Context (author’s life and important world events) – 10 pts.
2. Read your poem: you’ll be scored using the “Poetry Reading Scoring Rubric” – 30 pts.
3. Present your speech of your analysis of your poem. You may use a 3” x 5” note card with phrases (not whole sentences); you’ll be scored using the Speaking Scoring/Feedback Form according to the state graduation requirements. – 40 pts.
4. Turn in your written poem analysis packet. – 60 pts.

*******************************************
Poem Analysis Peer Editing Name of Editor: _____________________________________

Name of Presenter: ___________________________________

1. Conclusion about the main message of the poem _____/4
Restate

2. Includes analysis of form, sound, and meaning _____/6
Summarize:

3. Includes one example of each: form, sound and meaning to support analysis _____/6
Restate examples
Form –

Sound –

Meaning -

4. Explains how each example relates to the message of the poem _____/6
Summarize for each

Form –

Sound –

Meaning -

*******************************************

Global Literature Presentation Poem Analysis Poetry Unit Grading Rubric 35 points

Using the techniques for how to read a poem that we have been practicing, analyze the poem you’ve chosen to present to the class.

Make sure that on the poem itself, you have marked for the following elements:
1. Title: write literal and deeper meanings of the title.
2. After first read: Mark words and phrases you don’t know with definitions, and an educated guess about the meaning of the confusing phrases
3. After second read: On a separate sheet of paper, summarize the literal meaning of the poem in four sentences or less.
4. After third read: Mark words, phrases and images that hint at the deeper meaning in the poem and write in what you think they might be hinting at.
5. Comment on the mood or tone of the poem- and where that mood or tone changes
6. Now take different colored pencils and mark the poem for the following (giving me a key of what each color stand for): alliteration, sibilance, assonance, rhyme, similes, metaphors, symbols and other figurative language.
Then add comments on what you think patterns of these poetic devices does for the greater understanding of the poem (use your poetry handout to help with this).
7. Once your poem is all marked up, go back to your poem and read it one last time. See if there are any other questions or answers that come up for you in this final read and mark them down on the poem.
8. Figure out what at least two main themes in the poem are, and jot them down on the poem.

Finally, on a separate sheet of paper, typed your analysis that tells:
• What you think the main message of the poem is,
• How do the form, sound, and meaning help create the message?
• One specific example of form, sound and meaning that are related to the message
• An overall conclusion about the poem that wraps everything up

Scoring Guide:

Poem marked for all elements described in steps 1-8, above _____/10
Conclusion about the main message of the poem _____/4
Includes analysis of form, sound, and meaning _____/6
Includes one example of each: form, sound and meaning to support analysis _____/6
Explains how each example relates to the message of the poem _____/6
Length, formatting (at least one full paragraph, typed, double-spaced) _____/3

Total _____/35

*******************************************

Poetry Café

The poetry café is designed to allow you an opportunity to complete multiple goals and objectives: 1. share your love of poetry; 2. meet the state requirements for rehearsed informative speaking and 3. have fun!
During the café you will:
1. Introduce your poem, including Title, Author, and appropriate Context (author’s life and important World events) – 10 pts.
2. Read your poem (we’ll use the document camera to project a copy of the poem); you’ll be assessed according to the “Poetry Out Loud Scoring Rubric” – 30 pts.
3. Present your speech of your analysis of your poem. You may use a 3” x 5” note card with phrases (not whole sentences); you’ll be assessed according to the state graduation requirements. – 40 pts.
4. Turn in your written poem analysis with marked up poem – 35 pts.

Poetry Café: Poetry Reading Scoring Rubric

Name _____________________________________ Date ______________________________
Assignment Poetry Café: Poetry Reading Class Global Literature: 9th grade_____
Total Score _______/30

Very Weak - 19
Weak - 21
Average - 23
Good - 25
Excellent - 27
Outstanding - 30

Physical Presence
Poor eye contact; stiff demeanor; nervous
Timid; unsure; poor posture
At times unsure, at times confident
Poised, good eye contact and posture
Confident and relaxed; posture and eye contact show commanding stage presence
Authoritative; posture and eye contact show compelling stage presence

Voice and Articulation
Inaudible; slow; distracting rhythm; singsong; hurried; mispronun-ciations
Audible, but quiet; too loud; monotone; paced unevenly; affected tone
Clear, sufficient tone, natural pacing
Very clear, appropriate inflection, good pacing
Very clear, crisp, well-paced, appropriate volume
Very clear, mastery of rhythm and pace, appropriate volume

Appropriateness of Dramatization
Significant distracting gestures, inflections or accents; acting out poem; too much movement
Some distracting gestures; distracting vocal inflections & accents
Minimal distracting gestures or distracting voice inflection
Only gestures that enhance interpretation; embodies poem
Well embodies poem; gestures illuminate poem’s meaning
Best embodies poem; gestures deftly reveal poem’s meaning

Evidence of Understanding
Obscures meaning of poem
Doesn’t sufficiently communicate meaning of poem
Satisfactorily communicates meaning of poem
Well communicates meaning of poem
Interprets poem very well for audience; nuanced
Supremely interprets poem for audience

Overall Performance
Very weak performance; does disservice to poem
Weak performance; does disservice to poem
Sufficient performance, nothing notable
Successful, enjoyable performance
Very strong, compelling performance
Captivating performance—whole equals “more than the sum of the parts”

*******************************************
Speaking Scoring/Feedback Form

Name _____________________________________ Date __________________________

Assignment Poetry Café: Poetry Analysis Class Global Literature: 9th grade

Circle all that apply: Rehearsed Persuasive, Rehearsed Informative, Unrehearsed

Qualities described on the scoring form are those a student needs to demonstrate to meet the standards. They are keyed to score point 4 on the official state.

Ideas and Content
The Speaker:
* Has a clear main idea and purpose
* Has details that go with the topic, but which may not be consistent or strong
* Is successful in adapting the information to the audience and purpose
Score: 1 2 3 4 5

Organization
The Speaker:
* Has a beginning that lends the audience to the main idea but may not get the listener’s attention.
* Organizes so that thoughts are easy to follow.
* Uses some transitions during the speech.
* Uses some details that fit and explain the main ideas.
* Has a complete conclusion which may lack polish.
Score: 1 2 3 4 5

Language
The Speaker:
* Uses words that communicate the speaker’s message, but may not paint a picture in the listener’s mind.
* May use slang or language in a way that does not take away from the message
* Has a few mistakes in the use of words and grammar which are not distracting.
Score: 1 2 3 4 5

Delivery
The Speaker:
* Makes frequent eye contact with the audience; sometimes looks at notes, speaks clearly and correctly; some mistakes expected.
* Has a rate and volume that are satisfactory.
* Has a delivery that is usually smooth; some breaks or pauses that do not hurt the message.
* May use gestures to help explain the message.
Score: 1 2 3 4 5

Performance Level Key: Used to identify a student’s performance level in relation to the qualities above.
6 Exemplary: Exceeds standard; work is exceptional, distinctive, unusually sophisticated.
5 Strong: Exceeds standard; work shows a thorough and effective application of knowledge and skills.
4 Proficient: Meets standard; work demonstrates application of essential knowledge and skills.
3 Developing: Does not yet meet standard; work shows basic, but incomplete application of knowledge and skills.
2 Emerging: work does not meet standard; shows partial application of knowledge and skills.
1 Beginning: Minimal understanding; work shows little application of knowledge and skills, many errors or omissions.

Overall this task: ____________Exceeds Standards
____________Meets Standard
____________Does Not Meet Standard

*****************************************
Your Personal Poetry Buddy! Name:_____________________________

Title/author: __________________________________________________

Main Message in one sentence: _______________________________________________
______________________________________________________________________

Meaning (How do the following help create the message?)
• Subject – what the poem is about (unicorns? a road? toenails?)
• Plot – what happens (they fly? it twists? they get pained purple?)
• Figurative language - metaphors, similes, symbols (my love is a unicorn, galloping with happiness; the unicorn that tramples the flowers is a symbol of how silliness can ruin something…, etc.?)

Subject: ________________________________________________________________

Plot: ___________________________________________________________________
______________________________________________________________________
______________________________________________________________________
____________________________________________________________________________________________________________________________________________

Figurative language: _______________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

Wrap it all up. What do these have to do with the meaning? Choose the strongest evidence and provide a quote.
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Form (How does the form back your conclusions about the meaning? Poetry buddy says, “use fancy words like ‘stanza’ and ‘verse.’”)
• Name of form and rules (sonnet, free verse, etc.?)
• Organization – how stanzas are divided (#1 = setting, #2 = action, etc.?)
• Look - how the poem looks – placement of words (words set apart? etc.)

Name of form and its rules: __________________________________________________
______________________________________________________________________
______________________________________________________________________

Organization: ____________________________________________________________
______________________________________________________________________
______________________________________________________________________
____________________________________________________________________________________________________________________________________________

Look: __________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

Wrap it all up. What do these have to do with the meaning? Choose the strongest evidence and provide a quote.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

Sound (How does the way the poem sounds back your conclusions about the meaning?)
 Devices: alliteration, assonance, onomatopoeia, silibance, rhyme, rhyme scheme, meter)
 Tone (look at vocabulary, shifts, contrasting images might mean irony, etc.)
 Mood (do the rhyme scheme and meter match the subject/what’s going on?)

Devices that contribute to the meaning: _________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

Tone: __________________________________________________________________
______________________________________________________________________
____________________________________________________________________________________________________________________________________________

Mood: ____________________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

Restate the main message: ___________________________________________________
__________________________________________________________________________________________________________________________________________________________________________________________________________________

*************************
Sample Poem Analysis

The main message of the poem, “A Satirical Elegy on the Death of a Late Famous General” by Jonathan Swift is that death comes to all people eventually, regardless of how mighty one may seem during life.

Swift is specifically talking about a war hero who, though he was “honor[ed] in his day,” is laid to rest without recognition. Swift arrives at his message by using a sarcastic, challenging, and questioning tone throughout. For example he begins, “His Grace! Impossible? What dead?” as if saying it is impossible for so mighty a man to die. Later, the reader is sure the tone is sarcastic when the speaker says, “’Twas time in conscience he should die/This world he cumbered long enough.” When he speaks of the general’s funeral, he notices “nor widow’s sighs, nor orphan’s tears,” which shows that even the general’s loved ones do not appear sad that he is gone.

The form of the poem drives home the message. The poem consists of one long stanza and a second, much shorter, concluding stanza. In the first stanza, the poet portrays the speaker’s reaction to the general’s death, using a very sarcastic tone. In the second stanza, the speaker’s tone is very different, as he directly addresses people who work for kings. Swift writes, “Come hither, all ye empty things,/Ye bubbles raised by breath of kings;/Who float upon the tide of state,/Come hither, and behold your fate.” The tone of this second stanza is falsely inviting, and conveys a clear moral, which broadens the message to include not just this one general, but all those who act on the warring impulses of their leaders.

The poem has a sing-song quality which, coupled with the concluding moral, makes it sound like a storybook tale, or a fable. The regular rhyme scheme (AABBCCDD…) contributes to this effect, while the irregular rhythm makes it feel more conversational, at times. For example, the rhythm alternates between unstressed and stressed in the lines, “And could that mighty warrior fall?/And so inglorious after all!” Then, in the next lines it becomes irregular, as the speaker takes a more conversational tone: “Well, since he’s gone, no matter how,/The last loud trump must wake him now.” In the first stanza, use of words like “old age,” “sleep,” “newspapers,” snuff,” “hearse,” and “stink” remind the reader of the common human occurrence of death, which is contrasted with the use of words such as “hither,” “ye,” behold,” “rebuke,” and “Duke” in the second stanza. The reader is reminded of the separation between the Kingly “court” and the common man. The use of these words also contributes to the feeling that a moral is being delivered at the end of the poem.

The reader is left with the feeling that even those who appear to be of high status, and especially those whose status lets them get away with immoral actions, will eventually die or, as stated by the poet in the final line, return “to that dirt from whence he sprung.”

*********************************************
Global Literature Name_________________________
Poetry Zine 60 points

As part of your work in our poetry unit, you will explore poetic forms experientially. In other words, you will write a series of original poems, which you will then publish in your own zine. Your zine will include five poems:

1. South Africa Final Project poem and reflection
2, 3. Two poems written by you about topics/issues you feel passionately about (ideas: death, love, your favorite sport, an important/difficult event in your life, etc.)
4. Your Presentation Poem (with MLA citation) and Analysis
5. Another poem by a published poet (with MLA citation) with reflection

Requirements: Because this assignment is also designed to further our formal study of poetry, I will ask you to follow these guidelines:
1. Length requirement: 10 lines minimum for each poem. Vary the lengths, and experiment with different forms (sign up for a “Forms Packet” if you want one for inspiration.)

2. Use poetic devices such as alliteration, assonance, meter/rhythm, onomatopoeia, metaphor/simile, etc. Use your poetry terms page as a reminder of how to use these. IN the table of contents, you will name the techniques you used and describe why (how do the techniques amplify your message, your imagery, or affect it in some other way?).

3. Among your five poems, you must have one of each of the following forms/techniques:
-one poem written in free verse -one poem with a set rhyme scheme
-one poem rich in imagery -one poem that uses symbolism

After you have written your poetry, you will publish it in zine form. (A zine is a small volume of self-published work, with a small circulation.) Your zine will include:

• Cover: a graphically-interesting cover with an original title
• Page 1: a title page with a creative title and publisher name (you!)
• Page 2: a copyright notice (ie.© 2009 Josephine Jones)
• Page 3: a table of contents that lists poems and the techniques used in each (see example on back of this sheet)
• Pages 4-?: poems (one per page, unless they are especially long or short)
• Back cover with a picture of you and a brief anthologist biography.

Your zine may be word-processed, or carefully hand-written and then photocopied. You are encouraged to include illustrations and/or designs. (Think about printing some extra copies of your book—your parents, aunts, uncles, grandparents would be pleased to get a copy!)

Scoring Guide:
Contains 5 poems 2 reflections, and 1 analysis – as specified above _____/15
Strong use and explanation of poetic devices _____/10
Contains one each of the specified forms/techniques (free verse, imagery, etc.) _____/10
Contains a graphically-interesting cover with an original title _____/10
Contains a title page, copyright notice, a table of contents, and bio/photo _____/10
General appearance, effort, creativity _____/5

Sample Table of Contents:

Table of Contents

1. South Africa Final Project Poem “Transformation”…...……..1

2. South Africa Final Project Poem Reflection …………....……..2

3. “I Believe In…”…………………………………………………..4
This poem uses a symbol—the honeybee—and also repetition, alliteration and ABAB rhyme scheme. These techniques enhance the message that work should be a labor of love. The honeybee is a popular symbol for work; the alliteration using the letter “l” creates the light, loving tone when the poem addresses the idea of work, and the rhyme scheme creates a playful reading, which helps create the idea that work done lovingly can and should be fun!
Etc.

Checklist: In my Zine, do I have…. ____ South Africa Final Project poem
____ South Africa Final Project reflection
____ Two poems about topics/issues of my choice
____ Presentation Poem
____ Presentation Poem Analysis
____ Published Poet Poem
____ Published Poet Poem Reflection

Among the above poems, do I have…
____ One poem one poem written in free verse -
____ One poem with a set rhyme scheme
____ One poem rich in imagery (senses: taste, touch, smell, etc. OR natural images) ____ One poem that uses symbolism (an object that stands for a larger idea, issue, etc.)

Which poetic devices have I used? ____ alliteration ____ assonance ____ rhyme ____ metaphor ____ meter/rhythm ____ onomatopoeia ____ repetition ____ simile

Publishing: Do I have… ____ Cover with graphically interesting image and title
____ Title page with author name and title
____ Copywrite notice
____ Table of contents listing form, title, and poetic techniques
used & why
____ One poem per page, neatly and creatively presented
____ Back cover with my photo and biography

Let Your Creativity SHINE!

2009-04-06T16:14:00.000-07:00

Fri 4/3

2009-04-03T11:30:00.000-07:00

Fri. 4/3
Due Today:
Soweto Road #1-9 (mark up)
Intro to: Deadlines, Zines and Final Project Poem

Passed out Unit Plan with deadlines and homework for Poetry Unit. (below)
Passed out Zine description (below)
Passed out Soweto Rd. paragraph instructions (not available electronically - see binder for extras).

Intro to poetry analysis.

Review of Soweto Rd.

Intro to Sound and Form

Sound and Form in “Soweto Rd.” - more next class

Homework –
1. Soweto Road Analysis paragraph – due Tues. 4/7
(instructions not available electronically - see binder for extras)

2. Bring a poem by a European Poet (poetryoutloud.org -- ?)
Due Tues. 4/7

3. South Africa Final Project Poem and Reflection due Thurs. 4/9
(instructions not available electronically - see binder for extras)

**************************
Poetry Unit Plan
9th grade
Global Literature
2008-09
Owens

*** THIS PLAN IS SUBJECT TO CHANGE ***

Please refer to the class web log for any available electronic versions of assignments, handouts, etc.

www.owensihsgl0809.
blogspot.com Wed. 4/1
Due Today
1. This I Believe essay packet with:
a. Green grading rubric
b. Final Draft
c. Draft #2
d. Draft #1
e. Outlining/Brainstorming Sheet

Elizabeth Spaulding visit: TRC and retributive justice in the Eugene.

Start poetry – preassessment (review of terms), poetry and the end of apartheid: “U2’s Silver and Gold”.

Handout: Poetry 101

Homework:
1. Soweto Rd. mark up (#1-9) Due Fri. 4/3

2. Soweto Road paragraph – due Tues. 4/7
Fri. 4/3
Due Today:
Soweto Road #1-9 (mark up)
Intro to: Deadlines, Zines and Final Project Poem

Intro poetry analysis.

Review of Soweto Rd.

Intro to Sound and Form

Sound and Form in “Soweto Rd.”

Time to work on SA poem

Homework –
1. Soweto Road Analysis paragraph – due Tues. 4/7

2. Bring a poem by a European Poet (poetryoutloud.org -- ?)
Due Tues. 4/7

3. South Africa Final Project Poem and Reflection due Thurs. 4/9 Tues. 4/7
Due Today:

1. Soweto Road paragraph – due

2. European poet poem due

Review of analysis paragraphs

Time to peruse poems/work on South Africa Final Project Poem/ Zine Poem #2

Homework:
1. Choose your poem by start of class Thurs. 4/9 (we’ll spend class time on 4/7 checking out poems)
2. Poem mark up (#1-9) due Thurs. 4/9
3. Author and context info due Thurs. 4/9
3. PRESENTATION COPY (Electronic OR printed for doc. Camera) due Thurs. 4/9 Thurs. 4/9
Due Today:
1. Presentation Poem chosen & marked up (#1-9)
2. Author info and context
2. South Africa Final Project Poem and Reflection due Thurs. 4/9

Review speaking requirements

Grading for reading poem.

Grading for analysis speech

Time to practice: speaking – mark up for TONE

Get help on analysis

Homework:
1. Practice reading.
2. Rough Draft of analysis typed due Tues. 4/14
3. Zine Poem #2 due 4/14

Tues. 4/14
Due Today:
1. Rough draft of analysis
2. Poem #1 for zine

Practice Reading and speech.

Peer evaluations – Reading, Speech and Analysis

Get help on analysis

Homework:
1. Final draft of analysis due Thurs. 4/16
2. Poem #3 for zine due Thurs. 4/16
3. Practice Reading and Speech Thurs. 4/16
Due Today
1.Final draft of analysis
2.Poem #3 for zine

Practice Reading and speech.

Peer evaluations – Reading, Speech and Analysis

Homework:

BE READY FOR POETRY CAFÉ ON MONDAY! ☺
Mon. 4/20
Due Today:
Be ready for your reading and speech!
Poetry Café
* Poetry Reading
* Prepared Speech
Homework –
1. Finish Zine – due 4/22 Wed. 4/22
Due Today:
Zine

Start Holocaust

Homework: TBA

*********************************

Global Literature Name_________________________
Poetry Zine 70 points

As part of your work in our poetry unit, you will explore poetic forms experientially. In other words, you will write a series of original poems, which you will then publish in your own zine. Your zine will include five poems:
1. South Africa Final Project poem and reflection
2, 3. Two poems written by you about topics/issues you feel passionately about (ideas: death, love, your favorite sport, an important/difficult event in your life, etc.)
4. Your Presentation Poem (with MLA citation) and Analysis
5. Another poem by a published poet (with MLA citation) with reflection

Requirements: Because this assignment is also designed to further our formal study of poetry, I will ask you to follow these guidelines:
1. Length requirement: 10 lines minimum for each poem. Vary the lengths, and experiment with different forms (sign up for a “Forms Packet” if you want one for inspiration.)
2. Use poetic devices such as alliteration, assonance, meter/rhythm, onomatopoeia, metaphor/simile, etc. Use your poetry terms page as a reminder of how to use these. IN the table of contents, you will name the techniques you used and describe why (how do the techniques amplify your message, your imagery, or affect it in some other way?).
3. Among your five poems, you must have one of each of the following forms/techniques:
-one poem written in free verse -one poem with a set rhyme scheme
-one poem rich in imagery -one poem that uses symbolism

After you have written your poetry, you will publish it in zine form. (A zine is a small volume of self-published work, with a small circulation.) Your zine will include:
• Cover: a graphically-interesting cover with an original title
• Page 1: a title page with a creative title and publisher name (you!)
• Page 2: a copyright notice (ie.© 2009 Josephine Jones)
• Page 3: a table of contents that lists poems and the techniques used in each (see example on back of this sheet)
• Pages 4-?: poems (one per page, unless they are especially long or short)
• Works cited page with MLA citations for any images or poetry not your own
• Back cover with a picture of you and a brief anthologist biography.
Your zine may be word-processed, or carefully hand-written and then photocopied. You are encouraged to include illustrations and/or designs. (Think about printing some extra copies of your book—your parents, aunts, uncles, grandparents would be pleased to get a copy!)

Scoring Guide:
Contains 6 poems 2 reflections, and 1 analysis – as specified above _____/15
Strong use and explanation of poetic devices _____/10
Contains one each of the specified forms/techniques (free verse, imagery, etc.) _____/10
Contains a graphically-interesting cover with an original title _____/10
Contains a MLA formatted works cited page for appropriate content _____/10
Contains a title page, copyright notice, a table of contents, and bio/photo _____/10
General appearance, effort, creativity _____/5
Sample Table of Contents:

Table of Contents

1. South Africa Final Project Poem “Transformation”…...……..1

2. South Africa Final Project Poem Reflection …………....……..2

3. “I Believe In…”…………………………………………………..4
This poem uses a symbol—the honeybee—and also repetition, alliteration and ABAB rhyme scheme. These techniques enhance the message that work should be a labor of love. The honeybee is a popular symbol for work; the alliteration using the letter “l” creates the light, loving tone when the poem addresses the idea of work, and the rhyme scheme creates a playful reading, which helps create the idea that work done lovingly can and should be fun!
Etc.

Checklist: In my Zine, do I have…. ____ South Africa Final Project poem
____ South Africa Final Project reflection
____ Two poems about topics/issues of my choice
____ Presentation Poem
____ Presentation Poem Analysis
____ Published Poet Poem
____ Published Poet Poem Reflection
Among the above poems, do I have…
____ One poem one poem written in free verse -
____ One poem with a set rhyme scheme
____ One poem rich in imagery (senses: taste, touch, smell, etc. OR natural images) ____ One poem that uses symbolism (an object that stands for a larger idea, issue, etc.)

Which poetic devices have I used? ____ alliteration ____ assonance ____ rhyme ____ metaphor ____ meter/rhythm ____ onomatopoeia ____ repetition ____ simile

Publishing: Do I have… ____ Cover with graphically interesting image and title
____ Title page with author name and title
____ Copywrite notice
____ Table of contents listing form, title, and poetic techniques
used & why
____ One poem per page, neatly and creatively presented
____ Works cited page for all poems and images not my own –
done in MLA format
____ Back cover with my photo and biography

**********************

Wed. 4/1/09

2009-04-01T10:13:00.000-07:00

4/1/09 - Wed.

Homework:
Due Fri. Soweto Rd. Assignment #1-9

Collected Today:
1. This I Believe Essay in this order:
a. Green Grading Rubric
b. Final Draft
c. Draft #2
d. Draft #1
e. Brainstorming and Outlining Sheet

2. Belief Statements Tracking Sheet (classwork from South Africa unit)

---for people who didn't turn them in last time:
1. Vocab. Review sheet (crossword and reminders chart on back)
2. South Africa Quiz and Amandla! notes

************************
POETRY 101 To truly understand poetry one must take their time with it, one must read a poem
multiple times, and ask themselves many questions about the poem to try to get to a deeper understanding
of the poem.

It may be useful to know that most poets spend countless hours and days and months and sometimes
years writing one poem—most poems aren’t written, fully formed in one sitting. Therefore you shouldn’t
expect to understand a poem in one simple read through.

The following information gives you suggestions for how to learn to dissect the meaning of poetry step by
step… but don’t be too hard on yourself if it’s hard for you, like so many things we get better at analyzing
poetry the more we do it.

BASIC DIRECTIONS FOR HOW TO READ A POEM:

Before You Read
Author and Context: Notice as much about the context and what you know about the subject and poet as
you can. Who wrote the poem? Where is (s)he from? When was the poem written? What was going on in
the world or in that person’s life at the time? Make a prediction about how the context might be linked to or
included in the poem.

Title: Ponder the title. Predict what the poem may be about before you begin reading.

While You Read
First Read: Read straight through the poem one time, marking words that you don’t know, or phrases that
are confusing to you. Look up words that you don’t understand in the dictionary, and spend some time trying
to figure out what the confusing phrases might mean by looking at the phrases you do understand in the
poem. Now jot down your first reactions to the poem.

Paraphrase: Now re-read the poem to try to understand what the literal meaning is. This is simply the basic
‘story’ of the poem, or the ‘what’s going on.’ Jot down short observations about the literal meaning for each
line, stanza or a couple of sentences at the end of a short poem summarizing its literal meaning.

Connotation: Re-read the poem for a third time. This time you are asking yourself for the meaning of the
poem beyond the literal, beyond the basic story. Mark words, phrases and images in the poem that give
hints and suggestions of a deeper meaning. It often helps me to ask the question ‘what might the author be
trying to tell me, but not just coming right out and saying?’

Tone and Mood: Observe the speaker’s attitude (mood) and voice (tone). Does the poem seem cynical,
angry, calm, humorous? Then decide how this affects the poem’s meaning.

Devices: Now look at the poem from a technical perspective (think car mechanic of poetry). Examine and
mark all poetic devices you see (see the back of this sheet for some). Write how these devices create or
emphasize meaning and effect; what do they do for the greater understanding, mood or tone of the poem?

Shifts: Now pay particular attention to how the poem moves from one idea to another. Trace the changes
that occur in the poem. Mark the following to note where the shifts may happen; transitional words (like ‘but’,
‘yet’ and ‘however’), punctuation, structure (the end and beginnings of stanzas, first lines and last lines of a
poem, etc), form (if it’s a free verse poem – with no set structure - are any words set apart?) and any other
elements that seem to indicate a change in the poem.

Title: Now look at the title again. See if you can interpret a deeper meaning than you could the first time you
looked at it. Jot down any new ideas you have.

After You Read
Theme(s): Write a one sentence plot summary of the poem (one sentence that summarizes what happens
in the poem). Then, make a list of subjects brought up during the poem (topics being discussed or
observed). Finally, write a short idea (a complete sentence) of what the speaker is saying about each of the
subjects; this list of sentences is your list of themes.

************************
Poetic Devices that are important right now…

Alliteration: repetition of the initial consonant sound
i.e. Dry dogs don’t drown.

Sibilance: repetition of the ‘s’ sound
i.e. Sally saunters on the seashore

Assonance: repetition of vowel sound
i.e. It felt like going out on a cloud in the South.

Figurative Language: words expanded beyond their usual, literal meaning (often includes simile, metaphor, and personification)

Onomotopoeia: words that sound like what they mean
i.e. buzz, slush

Personification: giving inanimate objects human qualities
i.e. The sky muttered thunder and some sad drops

Symbol: something concrete that stands for something else

Simile: A comparison between two things that uses the words ‘like’ or ‘as’
i.e. ‘her tears fell like rain’

Metaphor: A comparison made by describing one thing as another
i.e. The march of the army was a drumbeat heard throughout the country.

Rhyme: the musical quality of a poem
i.e. bed-head, sad-mad-glad… you get the idea

Rhyme Scheme: Ending Rhyme is the most prolific rhyme scheme used.
i.e. All in a hot and copper sky, A
The bloody Sun, at noon, B
Right up above the mast did stand C
No bigger than the Moon. B

Meter: the patterned repetition of stressed and unstressed syllables in a line

Stanza: a group of lines in a poem, like paragraphs in a piece of prose writing

Verse: a line of poetry

************************
Global Literature Name: _______________________
South Africa Unit - “Soweto Road” 20 points

Using the techniques for how to read a poem from your “Poetry 101” Handout, analyze the poem “Soweto Road”. This is a challenging poem, so expect to read it several times, and really dig deep for understanding.

Mark “Soweto Road” by Lindiwe Mabuza for the following elements:

1. Author and Context: Make a prediction about how the context might be linked to or included in the poem.

2. Title: write literal and deeper meanings of the title.

3. First read: Mark words and phrases you don’t know with definitions for the words, and an educated guess about the meaning of the confusing phrases

4. Second read: On a separate sheet of paper, summarize the literal meaning of the poem in 4 sentences or less.

5. Third read: Mark words, phrases and images that hint at deeper meaning in the poem and write in what you think they might be hinting at.

6. Comment on the mood and tone of the poem- and where that mood or tone changes

7. Now take different colored pencils and mark the poem for the following (giving me a key of what each color stand for): alliteration, sibilance, assonance, rhyme, similes, metaphors, and figurative language. Then comment on what you think patterns of these poetic devices does for the greater understanding of the poem (read devices on “Poetry 101” for help with this).

8. Once your poem is all marked up, go back to your poem and read it one last time. See if there are any other questions or answers that come up for you in this final read and mark them down on the poem.

9. Figure out what at least two main themes in the poem are by using your “Poetry 101” handout and jot them down on the poem.

10. Finally, write one short paragraph (at least 5 sentences) that tells 1- what you think the main meaning of the poem is, 2- what main themes are present in the poem and how do they affect the meaning? 3- how the use of poetic devices supports the main idea or theme of the poem 4- comment about how one poetic device affects the meaning of the poem 5- and comment on a second poetic device and how it affects the overall meaning of the poem.

Historic Note: The Soweto Riots of 1976

The Soweto riots of 1976 were the most brutal and violent riots that had taken place against the South African apartheid administration. It was also amazing in how far and how fast it spread. Its significance would go beyond the violence on the streets. The police actions during the riots would be part of what instigated a world-wide boycott of South African produce and signaled the increased militancy of the black population of South Africa.

During a reorganization of the Bantu Education Department of the government, the South African apartheid government decided to start enforcing a long-forgotten law requiring that secondary education be conducted only in Afrikaans, rather than in English or any of the native African languages. This was bitterly resented by both teachers and students. Many teachers themselves did not speak Afrikaans (an extremely difficult language to learn) and so could not teach the students. The students resented being forced to learn the language of their oppressors and saw it as a direct attempt to cut them off from their original culture.

By 1976, several teachers were ignoring the directive and were fired, prompting staff resignations. Tensions grew. Students refused to write papers in Afrikaans and were expelled. The students of one school after another went on strike. The government response was to simply shut the down schools and expel the striking students.

A protest march was organized in the black Soweto township just outside Johannesburg on June 16 1976. Over 20,000 students turned up to the march, followed closely by the police. The regular day-to-day tension between blacks and the apartheid regime’s police force was coupled now with the anger directed at the recent education act. Conflict began almost immediately, as police fired round after round of tear-gas and then guns into the crowds. The police showed no mercy attacked students of all ages, armed or unarmed. In the book, Kaffir Boy, a young boy called David described the police’s actions on the first day of the riot:

"They opened fire. They didn’t give any warning. They simply opened fire...And small children, small defenseless children, dropped down like swatted flies. This is murder, cold-blooded murder".

The riots began to spread all over the South African townships (squatted villages, often just outside main industrial areas, lived in by black workers) as years of built up anger and bitterness at the brutal apartheid government exploded. Realizing the scale that these riots were happening on, the government reacted in the way any government would: with the full use of organized violence. After days of not being able to enter them, anti-riot units along with armed vehicles and personnel were sent to Soweto and other townships. Meetings were stopped and activists were harassed. For instance, the radical black consciousness activist Steve Biko was ‘banned’ meaning he was stopped from making speeches in public and was not allowed to be quoted in print. In the end, due no doubt largely to his disregard for this law, he was killed by the police in a brutal beating.

But regardless of their actions, the government could not stop additional protests. After Soweto, an uprising or march would take place almost every day, often completely spontaneously. Young blacks expressed their anger at apartheid by marching, rioting and setting fire to government property.

Over 360 blacks were killed in the Soweto riots of 1976. The South African government basically declared war on black school children. The government used their full physical force against the students but they did not let up. They carried on fighting and eventually the South African apartheid regime fell. There is only so much that a people are willing to take and in 1976, the black youth of South Africa told the government exactly when they had crossed that line. The Soweto riots signaled the beginning of the end for the racist, colonial state of South Africa.

*********************
Soweto Road

On this spot rough
From cares of slow years
On these streets
muddy from torrents red
on these crooked roads
yawning for direction
here where like early spring
awaiting rain’s seeds
young voices stormed horizons
how yet like summer streams
young blood flowed over
flooded flower
in the dead of winter

On this road here
here this road here
tingles and shudders
from acid taste
the snakeskin snakestooth whiplash road
where snakes tongue flicker lick
broken glass children’s park
road school for shoeless feet…
olympic track perfected
by daily daring sprints
against passes
and barbed wire nakedness…
this road pressed soft
oozing like tear-falls
treeless show-ground for hard-ware
processions

all the June sixteen festivals
and their mad array of hippos
muffling contrary anthems
with machine-gun chatter
naked greed and lust for blood in camouflage
Soweto road drunk
from rich red wine
this sweet arterial blood
for choice Aryan folk…
battlefield road here yes

here
yes even here
where road-blocks to life pile
precariously
here we kneel
scoop earth raise mounds of hope
we oath
with our lives
we shall immortalize
each footprint left each grain of soil
that flesh shed here
each little globe of blood
dropped in our struggle
upon the zigzag path of revolution…
Soweto blood red road
will not dry up
until the fields of revolution
fully mellow tilled
always to bloom again

Lindiwe Mabuza.

the chosen vessel story

2008-12-19T16:14:00.001-08:00

the chosen vessel story

exploration into australia questions

2008-12-19T16:13:00.002-08:00

exploration into australia questions

enri enri story and worsksheet

2008-12-19T16:13:00.001-08:00

enri enri story and worsksheet

australian lit packets toc

2008-12-19T16:11:00.002-08:00

australian lit packets toc

absalom day vocab

2008-12-19T16:11:00.001-08:00

absalom day vocab

theme chart

2008-12-19T16:04:00.001-08:00

theme chart

going home story

2008-12-19T16:03:00.001-08:00

going home story

australia unit final essay

2008-12-19T16:02:00.002-08:00

australia unit final essay

australian lit packet toc am 1

2008-12-19T16:02:00.001-08:00

australian lit packet toc am 1

theme capsule

2008-12-19T16:01:00.003-08:00

theme capsule

australia vocab day 1

2008-12-19T16:01:00.001-08:00

australia vocab day 1

absalom days promotion

2008-12-19T16:00:00.000-08:00

absalom days promotion

dwcv visual comparison

2008-12-19T15:59:00.002-08:00

dwcv visual comparison

exploration into australia

2008-12-19T15:59:00.001-08:00

exploration into australia

native voices review article

2008-12-19T15:58:00.002-08:00

native voices review article

a gentleman's agreement story and worksheet

2008-12-19T15:58:00.001-08:00

a gentleman's agreement story and worksheet

sing story

2008-12-19T15:57:00.000-08:00

sing story

australian essay guide

2008-12-19T15:55:00.002-08:00

australian essay guide

the drovers wife story

2008-12-19T15:55:00.001-08:00

the drovers wife story

australian lit vocab review

2008-12-19T15:53:00.002-08:00

australian lit vocab review

dr w head

2008-12-19T15:53:00.001-08:00

dr w head

sing story

2008-12-19T15:52:00.000-08:00

sing story

dr w head assignment

2008-12-19T15:48:00.003-08:00

dr w head assignment

dr w head vocab

2008-12-19T15:48:00.001-08:00

dr w head vocab

Publish at Scribd or explore others:

native australian voices review

2008-12-19T15:47:00.001-08:00

native australian voices review

Publish at Scribd or explore others:

marngit worksheet

2008-12-19T15:46:00.002-08:00

marngit worksheet

Publish at Scribd or explore others:

going home

2008-12-19T15:46:00.001-08:00

going home

Publish at Scribd or explore others:

drovers wife wksht

2008-12-19T15:43:00.000-08:00

drovers wife wksht

Publish at Scribd or explore others:

absolom days promotion

2008-12-19T13:44:00.000-08:00

absolom days promotion

Publish at Scribd or explore others:

2008-12-16T17:24:00.001-08:00

Marngit

Publish at Scribd or explore others: Education marngit

Tues. 10.7.08 Final Draft Travel Stories Due

2008-10-16T13:45:00.000-07:00

Today we: handed in our travel stories and reviewed for the vocabulary test on Thursday

I broke the sad news about the theft of my laptop.

Homework:
1. Study!
2. All vocab sheets due Thursday 10/9
3. Laptop letter due Thursday 10/9

IF YOU WERE ABSENT:
1. Turn in your travel story when you return. Make sure it has all the elements (see the Writing Workshop post for a checklist)
2. Get _correct_ answers for the vocab review (ask classmates, me, the internet, dictionary, for help).
3. Schedule a time to make up your vocab test

Thurs. 10.2.08 Writer's Workshop

2008-10-06T17:58:00.001-07:00

Today we:
1. Edited and had our papers edited by our peers using the editing sheet.
2. " " the 6 writing traits guide.
3. Went to the computer lab to work on our final drafts.

Homework:
1. Final draft due Tues. 10/7/08 - with writing folder (see below)

Are you ready to turn in your Travel Story?

1. Are ALL of the following stapled in the following order:

a. TOP: Green grading rubric (Travel Story Sheet - 6 writing traits boxes side up)
b. Final Draft
c. Two (2) Peer Editing Sheets - done in class on Thurs. 10/2
d. Peer Editing Sheet - done at home
e. Draft #2
f. LAST: Draft #1

2. Are these IN your binder, IN your bag, ready to bring to school?

3. Is your WRITING FOLDER with your chart and your My Name essay IN your binder, IN your bag, ready to bring to school?

ONLY when you have answered "Yes" to ALL of these questions are you ready to turn in your Travel Story! :)

IF YOU WERE ABSENT:
1. Get a peer editing sheet and a 6 writing traits sheet and have a peer/parent edit your story

Travel Story: State Writing Assessment Rubric

Name:_____________________________________ Date:___Fall 2008________

Assignment:_____Travel Story_________________ Class:_Global Literature___

Mode: Imaginative
Ideas and Content
1 2 3 4 5 6
The writer:
• Shows an identifiable purpose for writing
the piece.
• Has developed character(s)
• Has a specific, developed setting
• Has a clear conflict and resolution
• Has a clear climax

Organization
1 2 3 4 5 6
The writer:
• Has an exposition that sets the scene,
characters, and the conflict
• Has rising action/ suspense
• Has a clear climax that slows down the
action
• Has a clear resolution that relates to the
conflict

Sentence Fluency
1 2 3 4 5 6
The writer:
• Uses sentences that flow and sound natural
when read aloud
• Varies patterns, lengths, and beginnings of
sentences
• Has a control over simple and complex
sentences.
• Uses dialogue which sounds natural

Conventions
1 2 3 4 5 6
The writer:
• Demonstrates control of standard writing
conventions
-punctuation
-spelling
-capitalization
-paragraph breaks
-grammar/usage
* Avoids comma splice
* Uses commas for introductory clauses

Word Choice
1 2 3 4 5 6
The writer:
• Chooses words that work
• Shows, doesn’t simply tell
• Attempts to use colorful language
• Occasionally experiments with language,
and generally avoids clichés.

Voice
1 2 3 4 5 6
The writer:
• Gives the reader a sense of interaction with
the writer
• Demonstrates a commitment to the topic
• Writes in a lively, sincere, or humorous
way when appropriate

Final draft on time: _____/10
Rough draft(s) included: _____/5
Editing sheet(s) included and complete: _____/5
Writing practice sheets included and complete _____/10
Format (font, spacing, length, title,
rubric attached, name, etc.): _____/5
Total writing assessment score _____/30
Total Score Earned: _____/65

Travel Story – Peer Edit Sheet Writer’s Name _______________________
Scale of 1 – 5: 1 = not true; 5 = 100% for sure Editor’s Name _______________________

First Impressions:
1 2 3 4 5 The first sentence has hooked me. I can’t help it; I want to keep reading!

Comments:

1 2 3 4 5

After reading the first paragraph, I have a good sense of:
the __________________________.
(setting, character(s), OR the conflict)

Comments:

1 2 3 4 5
----------------------- After reading the first half of the story, I have a good sense of the conflict. ------------------------------------------------------------------------------------------
The conflict is: _______________________________________________.

Comments:

1 2 3 4 5

-----------------------
After reading the first half the story, I am eager to keep reading; I want to
find out what happens next.
------------------------------------------------------------------------------------------
The writer has developed rising action and/or suspense using the following
(circle all that apply, and identify them on your peer’s paper):

a. detailed description including metaphors and/or similes
b. sensory details
c. internal dialogue
d. dialogue
e. slow-motion action

Comments:

1 2 3 4 5 I can easily point to the climax of this story. It is:
_____________________________________________

Comments:

1 2 3 4 5
----------------------- The climax is clear ------------------------------------------------------------------------------------------
because the writer included the following:
a. slow-motion action
b. detailed description including metaphors and/or similes
c. sensory details
d. internal dialogue

Comments:

1 2 3 4 5
At the end of the story, I feel satisfied because the main conflict has been resolved.

Comments:

1 2 3 4 5
----------------------- By the end of the story, I can imagine being in the setting. ------------------------------------------------------------------------------------------
The writer has developed the setting using the following (circle all that
apply):
a. detailed description including metaphors and/or similes
b. sensory details
c. internal dialogue

Comments:

1 2 3 4 5
By the end of the story, I feel like I know the character. ------------------------------------------------------------------------------------------
The writer has developed the character using the following (circle all that
apply):
a. detailed description including metaphors and/or similes
b. sensory details
c. internal dialogue

Comments:

Fluency and Conventions:

1 2 3 4 5
The writer uses both short and long sentences.
1 2 3 4 5
Sentences rarely begin with the same word or phrase (ex: “I was,” etc.). Sentences structure varies (not always simple subject-verb order).
1 2 3 4 5
Writer uses commas correctly and avoids fragments and run-on sentences
1 2 3 4 5
Writer correctly punctuates dialogue.
1 2 3 4 5
The writer uses correct: • punctuation
• spelling
• capitalization
• paragraph breaks
• grammar/usage

1 2 3 4 5
The writing sounds natural when read out loud.

Tues. 9.30.08 Dialogue and Beginnings

2008-10-06T17:37:00.001-07:00

Due Today:
1. Rough draft #1
2. Notes for "Might Be a Little Bit Painful" by Polly Evans
3. Vocabulary for "Might Be..."

Today we:
1. Worked on adding dialogue and beginnings to our stories.
2. Practiced editing using a student example

Homework:
1. Rough Draft #2 WITH dialogue and a _great_ beginning due next class: Thurs. 10.2.08
2. Peer Edit sheet for Draft #1 OR #2 due next class: Thurs. 10.2.08

IF YOU WERE ABSENT:
Make sure to complete the "Dialogue and Beginnings" handout (pasted below)

Travel Writing: Beginnings Name ________________________

Using the travel stories we have read, find one example of each of the 3 types of beginnings listed below. In the space provided, write the first two sentences from the story that has that type of beginning. (6 points)

1. Beginning in the middle of the action Story ___(Adventures of Mega Chicken)____
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

2. Beginning with an intriguing description Story ___Size of the World________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

3. Beginning with a statement about the main character Story___Deep Fried Potato Bug________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

Now, write an effective “hook” and the rest of the beginning paragraph for your travel story. Indicate which beginning technique you are using by circling, here: (Action, Description, or Statement about Character) (6 points)
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

Travel Writing: Dialogue Name ________________________

Dialogue done well:
“Er…is this your first time doing gua sha?” he asked tentatively in heavily accented English. He laughed anxiously. He had the demeanor of a person confronted with a difficult, potentially embarrassing situation. Something about him suggested that perhaps I shouldn’t be there.
“Yes,” I replied far too confidently.
“Aaahh.” His grin now grew close to a fearful grimace. He clenched and stretched his muscular fingers, then added, “Might be a little bit painful.”
Deep within me, an uneasy suspicion started to stir. And then, before it could develop into full-fledged panic, the masseur rather cautiously picked up a flat brown implement from the tray beside the bed and started to scrape at my back (Evans, “Might Be a Little Bit Painful,” 13)

Imitation (8 points):
Recreate the dialogue, above, using the character and setting from your travel story. Go line by line, substituting details that are relevant to your story and your character.

Here’s a start (already punctuated):
“Er…is this your first time ______________________?” ______ asked ___________ly in heavily accented English. He ___________ed _____________ly. He had the demeanor of ____________________________________________. Something about _________ suggested that perhaps ___________________________________________________________________
_____________________________________________________________________________.

Now, you add the punctuation, dialogue, and narration (still following the format of the example, above) :
__________ I replied far too _____________ly
__________ His __________now became a _____________________. He ___________ and __________________________________________________________________________, then added, “__________________________________________________________________.
Deep within me, __________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
And then, _____________________________________________________________________
_____________________________________________________________________________

You try it (10 points):
Choose a moment from your travel story to expand with dialogue. The beginning and the moment of climax are good places to “slow down the moment” and add detail using dialogue. Remember to only include meaningful dialogue; it should add new information to the reader’s understanding of the setting, character, or plot.
For this assignment, show your character interacting with someone else, using dialogue written in grammatically correct form. Write at least ten complete sentences

Fri. 9.26.08 Plot

2008-10-06T17:35:00.001-07:00

Due Today:
1. Conflict worksheet and paragraph for travel story

Today we:
1. Warm up - spend 10 minutes writing as much of this story as you can:
a. setting = Beijing, China; b. character = middle-aged woman; c. conflict = painful massage; d. result = your choice

2. Reviewed and examined the plot for "The Adventures of Mega Chicken" and filled out the plot worksheet

3. Reviewed vocabulary for and read the story "Might Be a Little Bit Painful" from Polly Evans' book "Fried Eggs with Chopsticks;" took notes on plot

4. Took time to fill in the plot worksheet for our own travel stories.

Homework:
Due Tues. 9/30/08
1. Finish plot diagram for story, if needed
2. Rough draft #1 (2 - 3 pages; typed; double-spaced)
3. Vocabulary for "Might Be..."
4. Notes for "Might Be..."

IF YOU WERE ABSENT:
1. Be sure to do the warm up and turn it in to the late folder. Write a note at the top about why it's late to avoid losing points.
2. Get the plot worksheet (blue) from the extras binder

Wed. 9/24 Conflict

2008-09-24T16:40:00.000-07:00

That's a picture of one vicious cassowary (part of the main conflict in the story "The Adventures of Mega Chicken" by Rikke Jorgensen)

Handout: Travel Writing Conflict

1. Wrote about a conflict from our lives.
2. Watched travel video clip: Justine and the Guinea Pig; wrote a descriptive paragraph about her experience
3. Discussed/reviewed these essential elements to writing a good climactic moment:
a. internal dialogue
b. similes and metaphors (these are actually good for all kinds of writing, but we happened to talk about them today to take your descriptive writing one step further.)

4. Had time in class to polish one descriptive paragraph and get comments from a classmate in preparation for the homework.

5. AM only: stand up and vote activity with cultural taboos.

If you were absent:
Complete the Conflict worksheet - pasted below. Check out the notes on internal dialogue and similes/metaphors below.

Metaphors and Similes -
Similes: Use like/as
“I howl like a dog with his tail caught in the door and gallop toward the birds.” (from “The Adventures of Mega Chicken” by Rikke Jorgensen)

Metaphors: direct comparisons
My fear, a clenched fist knotted tight in the pit of my stomach, kept me silent…for the moment. But, the next thing I knew…

Internal Dialogue:
“For God’s sake, it’s just an eighteen-inch-high chicken,” I told myself sternly.
(from “A Bird in the Hand…” by Linda Christie)
OR:
For God’s sake, it’s just an eighteen-inch-high chicken, I told myself sternly.

Writing Practice Sheet: Conflict Name ________________________

Notes Sample Conflict Paragraph
“Now after five hours’ struggle though this pungent sauna, three hungry-looking birds are eyeing me with apparent malicious purpose and I don’t know what to do. But the decision makes itself when one bird struts forward with regal composure. After a deep breath and a quick brow swipe to get the drenched hair out of my eyes, both halves of the adrenal “fight or flight” reaction kicks in. I run and yell. Making noise, I hope, will both confuse the enemy and propel my escape velocity, so I howl like a dog with his tail caught in the door and gallop toward the birds. One quickly retreats into the brush, but two hold firm on the trail, seemingly taken aback by the development of the events. Before they have a chance to kill me, I sprint between them. My arms brush against feathers and I catch a whiff of their sharp, foreign bird-smell, then I am gone, gasping toward safety.” (from “The Adventures of Mega-Chicken” by Rikke Jorgensen”)

Conflict + Consequences = Suspense
Consider the following list of conflicts:
• A punishment
• An accusation
• A lie
• Hurting someone’s feelings
• Sneaking into a theater, the circus, etc.
• Avoiding someone, something
• A scary encounter
• A theft
• An encounter with a rival
• An encounter with an authority
• A close game, match, meet, etc.
• An accident
• Getting caught in a storm
• Getting out of something
• Attempting to achieve a goal
• A fight
• Giving something up
• An embarrassing moment
• An unexpected arrival
• Having to make a difficult decision

Pick one of the examples of conflict from above that you’ve experienced in your own life. Describe the height of the conflict in a paragraph below. You don’t need to explain all the details of the conflict, just pinpoint the climax, and describe the emotions and/or actions of that moment. Describe the moment in slow motion by using sensory details!
__________________________________________________________________
¬__________________________________________________________________
¬__________________________________________________________________
¬__________________________________________________________________
¬__________________________________________________________________
¬__________________________________________________________________
¬__________________________________________________________________
¬__________________________________________________________________
¬__________________________________________________________________
¬__________________________________________________________________

Travel Story Conflict: Research
Now that you’ve selected a setting for your travel story, research some potential conflicts for your travel story. Your conflict should be closely related to your setting and tell the reader something about the culture. Make a list of at least 5 possibilities below. Look into cultural rules or superstitions, common modes of travel, and/or other elements of your setting in order to come up with some realistic possibilities. Make sure that the conflict is simple enough that you will be able to describe it in your short (2 – 3 pages) story.

1. ____________________________________________________________________________

2. ____________________________________________________________________________

3. ____________________________________________________________________________

4. ____________________________________________________________________________

5. ____________________________________________________________________________

Grading:

____/10 Five conflicts
• all realistic possibilities for the setting
• all short enough for a 2-3 page story
• all reveal something about the culture where the story takes place

Travel Story Conflict: Slow Motion Point-of-no-Return Paragraph

Circle one of the possible conflicts from your brainstorm list above. Write a paragraph that could be the climax scene of your story. Make sure to describe the moment in slow motion using sensory details and active language to show what’s happening (internally and/or externally.)

Your work will be graded as follows:

___/2 Formatting: Typed, double-spaced, 12 point font, 1” margins, appropriate heading (Name, section, date, assignment name)

___/9 Effectively uses sensory details to describe the point of no return (a.k.a. climax) happening in slow motion
• Includes internal dialogue
• Includes at least one metaphor or simile

___/9 Fluency (Uses a variety of sentence structures, beginnings, patterns; uses commas appropriately – for introductory clauses and avoids comma splices)

Mon. 9/22: Character

2008-09-24T16:29:00.000-07:00

Today we:
1. Used a free box full of objects I found over the weekend to imagine and write about a "mystery character." First we listed characteristics; then we wrote about this person, showing him/her in action (standing in line in the grocery store.)

2. We reviewed the vocabulary for the story "The Adventures of Mega Chicken" (story in your reading packet).

3. We read the story, taking notes on how the author reveals herself by dropping hints throughout the narrative. We also noticed the plot structure which starts with conflict and then backtracks to give the setting and reveal the character of the author.

Homework:
1. Research - create your character. Include details about at least these five things:
a. Physical appearance
b. Personality/mannerisms
c. Personal history
d. Hopes and aspirations
e. What does he/she sound like?

2. Paragraph - write a paragraph about your character in the setting you will use for your travel story.
3. Mega Chicken vocab. - finish
4. Mega Chicken note-taking - finish

If you were absent - note the homework (character worksheet included below). Make sure to complete the "mystery character" in-class writing activity. Use the the objects that were in the free box to imagine who this person is. The objects are:
1. a horseshoe with a picture of a horse attached; included a brown checkered ribbon so the item could be hung on a wall
2. mini umbrellas - the kind for tropical beverages
3. a pad of oil painting paper (all pages were blank)
4. a tin of tea bags from Australia
5. fake poop (made out of brown clay) in a plastic baggie

First, list things about this person (follow the instructions on the purple sheet).
Next, imagine standing behind this person in the checkout line in the grocery store. Show him/her in action.

Travel Writing: Character Name ________________________

Use the space below to write notes describing who the mystery character might be. Include a physical description, but go beyond the physical: include phrases the person would say; mannerisms; occupation; pet peeves; bad habits; hopes/aspirations; hobbies/talents; home life; pets; etc.
(Example: drives a cherry-red Volvo, scatter-brained, loves the movie Ghostbusters, etc.)

You are standing behind the person described above in the grocery store check-out line. Write a paragraph describing the mystery person. SHOW as many of the characteristics listed above as you can. Think about what the details you listed above reveal about the person. For example, you might not be able to show the red Volvo, but you can show this person acting responsibly with a sporty twist (like a red Volvo-owner might) by wearing a shirt tucked into his khakis while buying the new flavor of Gatorade.
Use as many sensory details as you can in your description.
¬¬¬¬¬¬¬¬¬¬¬¬__________________________________________________________________
¬¬¬¬¬¬¬¬¬¬¬¬__________________________________________________________________
¬¬¬¬¬¬¬¬¬¬¬¬__________________________________________________________________
¬¬¬¬¬¬¬¬¬¬¬¬__________________________________________________________________
¬¬¬¬¬¬¬¬¬¬¬¬__________________________________________________________________
¬¬¬¬¬¬¬¬¬¬¬¬__________________________________________________________________
¬¬¬¬¬¬¬¬¬¬¬¬__________________________________________________________________
¬¬¬¬¬¬¬¬¬¬¬¬__________________________________________________________________
¬¬¬¬¬¬¬¬¬¬¬¬__________________________________________________________________
¬¬¬¬¬¬¬¬¬¬¬¬__________________________________________________________________
¬¬¬¬¬¬¬¬¬¬¬¬__________________________________________________________________
¬¬¬¬¬¬¬¬¬¬¬¬__________________________________________________________________
¬¬¬¬¬¬¬¬¬¬¬¬__________________________________________________________________
¬¬¬¬¬¬¬¬¬¬¬¬__________________________________________________________________
¬¬¬¬¬¬¬¬¬¬¬¬__________________________________________________________________
¬¬¬¬¬¬¬¬¬¬¬¬__________________________________________________________________
¬¬¬¬¬¬¬¬¬¬¬¬________________________________________________________ (Over )

Now create your character for your travel story. Brainstorm character details using the space below.

Homework: Write a paragraph describing your character in the setting you have developed for your travel story. Decide whether you plan to write your travel story from the 1st or 3rd person point of view, and write your character paragraph using that same perspective. (Reminder: In 1st person, the main character is the “I”; in 3rd person the narrator describes the main character as “he/she.”)
Format: typed, double-spaced, 5-7 sentences. As always, do your best writing.

Fri. 9/19 * This would have been an Alpha day, but we had an assembly! :)

2008-09-24T16:28:00.000-07:00

Wed. 9/17 Setting

2008-09-17T12:13:00.000-07:00

Today we practice writing setting using sensory details. We watched a video about ice swimming in Russia for inspiration and described the first 5 - 10 seconds, including sight, sound, smell, touch, and taste.

Next we practiced working with sentence fluency and grammar. Here are the examples I used in class:

1. Sentence structures (Writer’s Inc. p.71)
Original: “Many houses were destroyed. Some just lost their shutters or their windows. Others lost parts of their roofs.”
Revised: “While many houses were completely destroyed, some lost only their shutters, their windows, or parts of their roofs.”
Active voice: Many houses suffered complete destruction, while some only lost shutters, windows, or parts of roofs.

2. Commas after introductory phrases (W.I. p.81)
“Because of the terrible thunderstorm, our school bus was late.

3. Comma splice (W.I. p. 81)
Incorrect: “I made the varsity baseball team, I will be a starting pitcher.”
Correct: “I made the varsity baseball team. I will be a starting pitcher.”
Correct: “I made the varsity baseball team and will be a starting pitcher.”
Correct: “I made the varsity baseball team, and I will be a starting pitcher.”

Lastly, we worked with our desk partner to edit and improve our "food postcard." We used the grading rubric that I'll be using to grade your homework, which is due on Monday.
_____ /2 Includes details about all five (5) senses
_____ /2 Uses a variety of sentence structures
_____ /2 All sentences are complete – no comma splices
_____ /2 Includes a comma after all introductory phrases

Homework:
Finish your setting worksheet.
1. Research a location from the setting that you will use for your travel story. How can I do research? Talk to someone who has been there, Go to the library: check out CDs, videos, books, magazines from your location, Get on the internet,

2. Write a descriptive paragraph about your setting.

If you were absent:
a. Choose a setting you can see to describe (your room, a spot at school, etc.) Be sure to take notes on all 5 senses. You will use these notes to write a paragraph about this setting. When you get back to class: be sure to get a setting worksheet from the binder in the back of the room or print it out (it's pasted below).

b. On a piece of paper, see how many ways you can combine and rearrange these sentences. Try to write at least three (3). You can add and remove words as necessary, but keep the basic idea the same.
Mozambique is in Southeastern Africa. It has placid white sandy beaches. There are lots of different kinds of fish at the outdoor fish markets there. I will always remember these two things about Mozambique.
(Note: Mozambique is a country in Africa.)

c. Write as many ways as you can (try at least three) to introduce this phrase: ...“Ellen had never seen a more resplendent sunset.”

-------------------------------------------------------------------------------------
Travel Writing: Setting Name ________________________

Sample Setting Paragraph

“As I walked the Mekong River road, I passed people selling coconuts brimming with milk for the thirsty traveler, soda, fruit juice, and even unchilled beer. My God! When it’s 90 degrees in the shade and humid to boot, the thought of unchilled beer is almost as bad as no beer at all. I kept walking, until almost hidden inn the leafy folds of a giant banyan tree, and there on the river bank, I found a watering hole.
It was really little more than a wooden deck, about then by twenty feet, covered with thatch and tin, but set within the boughs of the banyan. It was a treehouse. The shady limbs of the great tree held the little house in a cool, dark embrace, giving protection from the midday sun while still affording a delicious view of the placid river.
I heard the friendly sizzle of food frying in good oil; that inviting sound that beckons travelers and laborers anywhere. And I heard the clink of ice and the pop of bottle tops. I stepped off the bank and went inside” (Sterling, “The Deep Fried Potato Bug,” p.36).

Practice. Use sensory details to describe the setting you just experienced in class.
__________________________________________________________________
¬__________________________________________________________________
¬__________________________________________________________________
¬__________________________________________________________________
¬__________________________________________________________________
¬__________________________________________________________________
¬__________________________________________________________________
¬__________________________________________________________________
¬__________________________________________________________________
¬__________________________________________________________________
¬__________________________________________________________________
¬__________________________________________________________________
¬__________________________________________________________________

Mini Lesson on Fluency and Sentence Beginnings. Write your notes here:
__________________________________________________________________
¬__________________________________________________________________
¬__________________________________________________________________
¬__________________________________________________________________
¬__________________________________________________________________
¬__________________________________________________________________
¬__________________________________________________________________
¬__________________________________________________________________
¬__________________________________________________________________
Research. Choose one of the settings you have brainstormed to research. Suggested sources include: people who have been there, the internet, films, books, etc. In the space below take notes on sensory details for one specific location from this setting. For example: don’t choose “New York City,” rather, choose an opera house on opening night or the subway platform in New York City. NO AIRPORTS! 

Sight:
__________________________________________________________________
¬__________________________________________________________________
¬__________________________________________________________________

Smell:
__________________________________________________________________
¬__________________________________________________________________
¬__________________________________________________________________

Sound:
__________________________________________________________________
¬__________________________________________________________________
¬__________________________________________________________________

Taste:
__________________________________________________________________
¬__________________________________________________________________
¬__________________________________________________________________

Touch:
__________________________________________________________________
¬__________________________________________________________________
¬__________________________________________________________________

Writing. Now write a paragraph using as many of the phrases/words you just gathered to describe this location. Focus on description and fluency: you must incorporate all five senses and use a variety of sentence beginnings to receive full credit.
__________________________________________________________________
¬__________________________________________________________________
¬__________________________________________________________________
¬__________________________________________________________________
¬__________________________________________________________________
¬__________________________________________________________________
¬__________________________________________________________________
¬__________________________________________________________________

Mon. 9./15 Day Four. Sensory Details

2008-09-15T11:01:00.000-07:00

Today we dove head-first into the art of writing using sensory details!

We:
1. Had our vocabulary assignment stamped (make sure you're doing the _whole_ sheet) and reviewed answers
2. Had our note taking assignment stamped
3. Reviewed sensory details and found examples in "The Deep Fried Potato Bug."
4. Tried amazing strange food!!!!
5. Took notes on our experience using our "Sensory Details Word Bank"
5. Started writing a polished paragraph about our experience

Homework:
1. Finish finding examples of sensory details from "Deep Fried" (if needed).
2. Polish your "food postcard;" focus on conventions and descriptions.
3. Brainstorm 5 outlines for your travel story (setting + character + conflict = result).

If you were absent:
1. Get a yellow "Travel Writing Sensory Details" sheet and a "Sensory Details Word Bank" (purple) from the extras binder the next time you come to class.
2. Find 4 different foods at home to try. Maybe try something you've never tasted before.
3. Follow the directions on the sheet and turn it in at the beginning of the next class.

Als0 - make sure to get the correct answer for the vocabulary sheet. Here they are:

1. deftly
2. proffer
3. piquant
4. blanch
5. abstemious
6. audibly
7. placid
8. wanton
9. chauvinist
10. gastronomic

back
1. piquant
2. chauvinist
3. abstemious
4. wanton
5. proffered

Day 3 Thurs. 9/11

2008-09-15T10:54:00.000-07:00

1. Handed in LOTS of assignments:
a. Signed syllabus & parent questionnaire
b. Signed basmati letter WITH printout
c. My Name writing

2. Reviewed vocabulary
3. Read "The Deep Fried Potato Bug" by Richard Sterling
a. Took notes on setting and sensory details

Homework:
Due Monday 9/15
1. "Deep Fried" vocabulary
2. Finish reading "Deep Fried" if necessary
3. "Deep Fried" note taking

Day Two Tues 9/9

2008-09-12T12:11:00.000-07:00

Today we:
1. Shared our "I Am" poems with each other and some of us chose to share them with the class.
2. Received "Travel Literature Reading Packets"
3. Reviewed expectations for note-taking assignment
4. Read and discussed "Size of the World" by Jeff Greenwald
5. Wrote a response to the following prompt and questions:
Think of a time when your perspective changed. a. What caused your perspective to change? b. How did this change in perspective change the way you view the world?
6. Discussed instructions for the "My Name" writing assignment and read the example by Sandra Cisneros

If you were absent make sure to:
1. Get the packet from me and read the story
2. Do #5 - respond to the prompt and questions
3. Get the vocabulary sheet for this story
If you come back to class on Thursday, this work is due on Monday.

Homework:
Due Thurs. 9/11
1. Signed syllabus
2. Signed Basmati letter WITH printout
3. Completed parent questionnaire
4. "My Name" writing
5. Note-taking for "Size of the World"
6. Vocabulary sheet for "Size of the World"

Day One Friday 9.5.08

2008-09-12T12:05:00.000-07:00

Welcome to Global Literature!

Today we:
1. Created name tags for our desks.
2. Created folders for ourselves
3. Reflected on middle school and who we are _now_
4. I shared a little about myself
5. We reviewed the syllabus and competed for prizes! :)
6. We interviewed and introduced our classmates

If you were absent:
I'm sorry! We missed you.
Be sure to get any materials you missed. Check the extras binder (it's on the back shelf).
Be sure to make note of the upcoming deadlines. Work is due the class after the class you return to class.

Homework:
Due Tues. 9/9:
1. Customs: Introduction
2. "I Am" poem

Due Thurs. 9/11
1. Signed syllabus
2. Signed basmati letter WITH printout
3. Completed parent questionnaire
4. "My Name" writing