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ENG 12H

Monthly Archives: September 2015

due Thurs Oct 1 / Fri Oct 2: tone-analysis paragraph

29 Tuesday Sep 2015

Posted by bllbrwn423 in assessment, homework, poetry

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Before your Thursday/Friday class, submit to TRNTN your tone-analysis paragraph begun in the previous class.

Be sure to submit this paragraph on the prescribed template.  Acknowledge discussion group members in the footer, along with any other sources of ideas or details that appear in this writing.

agenda Tues Sept 29 / Wed Sep 30: sentence mechanics in poetry analysis

29 Tuesday Sep 2015

Posted by bllbrwn423 in agenda, direct instruction, listening, poetry

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Tues A / 10:30

Tues D / 11:45

Wed E / 11:45

learning goal: what basic sentence mechanics apply, when writing about a poem–e.g., punctuating excerpts, weaving quoted text into my own sentence?

Gratitude for “A Drink of Water” (10′)

grp wrk: tone in two “confinement poems”–W. Wordsworth, G. Brooks (20′)

ind wtg: TBA

HW: submit ind wtg to TRNTN before next class

Be sure to submit this paragraph on the prescribed template.  Acknowledge discussion group members in the footer, along with any other sources of ideas or details that appear in this writing.

agenda Fri Sep 24 / Mon Sep 27: war tones (sounds, imagery and metaphor)

25 Friday Sep 2015

Posted by bllbrwn423 in agenda, discussion, listening, poetry

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Fri A / 10:30 am-11:25 am

Fri D / 11:30 am-12:25 pm

Mon E / 1:50

learning goal: map details of sound, imagery and Metaphor that create different tones in the Yeats and Owen war poems

first by yourself, on the supplied chart, enter specific descriptions or examples of sound, imagery and metaphor (15′)

with partner(s), discuss the entries in your chart, feeling free to add as you hear new ideas or examples; forge consensus on how to label the tone of each poem and how to explain the details’ contribution to this tone (15′)

as whole group, discuss consensus labels for each tone, noting especially and specifically effects created by particular poetic devices

agenda Wed Sep 23 / Thu Sep 24: concrete imagery, upcoming work

23 Wednesday Sep 2015

Posted by bllbrwn423 in agenda, direct instruction, discussion, film viewing

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Wed A / 8:30

Wed D / 11:45

Thu E / 8:30

learning goal: what does concrete imagery look like? or taste, smell, sound or feel like?

OVERVIEW of coming attractions:

analysis of tone in two war poems by Yeats and Owen (full-group)

analysis of tone in two confinement poems by Wordsworth and Brooks (small-group)

original composition: PAN poem w/ PDF; or confinement/freedom poem w/ PDF

WARM-UP: concrete imagery (by sense-groups)–things that constrain, restrain, constrict, restrict,  hem in, box in, hold back, confine, etc.

EXERCISE: tapping poems with matrix (cf. Maj. J. Borling video)

ANALYSIS of two war poems (start in pods, expand to full group); use glossary of poetic terms to identify how each poem establishes its tone

agenda Fri Sep 18 / Mon Sep 21: editing vs. proofreading

18 Friday Sep 2015

Posted by bllbrwn423 in agenda, direct instruction, feedback

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Fri A / 8:30

Fri D / 11:45

Mon E / 10:30

learning goal: what are the essential differences between editing and proofreading–in terms of purpose and process?

reach consensus on essential differences (cf. UNC Writing Center)

edit a partner’s PDF–by completing a Short Writing Rubric; partner, add editor’s name to acknowledgment footer; revise and submit to TRNTN

as time allows, proofread a Nobel profile of someone you have not already reviewed (mark proof marks in pen other than red); return proofed copy to front desk–having initialed top of page

agenda Wed Sep 16 / Thurs Sep 17: essential elements (you know it’s poetry when)

16 Wednesday Sep 2015

Posted by bllbrwn423 in agenda, direct instruction, poetry

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Wed A / 10:30

Wed D / 11:45

Thurs E / 11:45

learning goal: where do essential elements of poetry appear in one or more of these sonnets (Wordsworth, Keats and Shakespeare)?

email feedback: writing, like Dr. Sacks’s science writing, becomes poetry when it ____________  (list of common responses)

what poetry does best is . . .

to think like a poet is to . . .

study these sonnets about beauty, contentment, simple pleasures, friends

due Fri Sep 18 / Mon Sep 21: PDF on original poem

14 Monday Sep 2015

Posted by bllbrwn423 in assessment, homework

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Before this class starts, submit to TURNITIN the PDF about your original science poem.  Feel free to revise, explore and experiment further with the early draft(s).

I recommend you review my feedback on your poem draft, in case you want to consider any of my questions or comments.

Ahead of time, you can check a fuller set of instructions at this link: detailed PDF instructions.

agenda Mon/ Tues, Sep 14/15: PDFs and tone

14 Monday Sep 2015

Posted by bllbrwn423 in Uncategorized

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Mon D / 11:45

Mon A / 1:50

Tues E / 1:50

learning goal: what poetic tools help create tone in Heaney’s “A Drink of Water” and Stafford’s “Traveling through the Dark”

submit poem draft to TRNTN (I will leave brief comments on favorite lines)

apply short writing rubric to student PDFs (see instructions on “Raw Materials” page of this blog)  your PDF is due Fri/Mon of this cycle

common working glossary of poetic terms / tools

summary of email feedback

(small groups) Use working glossary of poetic terms/tools to answer this question: what is tone of Heaney’s or Stafford’s poem? (tone typically expressed as a noun or adjective) tone is the speaker’s/author’s attitude toward the poem’s subject

due Mon Sep 14 / Tue Sep 15: original poem linked to science

10 Thursday Sep 2015

Posted by bllbrwn423 in homework, poetry

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Bring to this class a typed draft of your original poem, using one of the two options described below.

Option A: sonnet (14 ll., rhyme scheme; no meter required, though you’re welcome to accept the challenge)

Option B: poem of at least 14 lines, with or without rhyme

in either case, your poem has a connection to science in some way–either direct or indirect.

For example, the speaker in Poe’s poem “Sonnet to Science” directly addresses Science itself.  For another example, the speaker in “Uncertainty Principle” is a person who uses aspects of Heisenberg’s Uncertainty Principle to express her sadness and confusion at losing her husband.

agenda Thu Sep 10 / Fri Sep 11:

10 Thursday Sep 2015

Posted by bllbrwn423 in Uncategorized

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Th A / 8:30

Th D / 11:45

Fri E / 8:30

learning goals: how does poem achieve its unique effect or connection?  let me count the ways

backdrop for today: an original poem linked to science (option a, a sonnet linked to science; option b, a poem of at least 14 lines, with or without rhyme–also about science)

distribute two-poem sheet with “Sonnet to Science” and “Uncertainty Principle”

read rest of poems aloud–those from first packet, if time allows

start collective working glossary of poetic tools

in any of the poems, where do we see examples of poetic terms/tools from whiteboard list

HW: bring poem draft to next class

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