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ENG 12H

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ENG 12H

Tag Archives: make inferences

agenda Tues Oct 21: what makes a dragon?

21 Tuesday Oct 2014

Posted by bllbrwn423 in agenda, Beowulf, exercise

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draw distinctions, express questions, make inferences

learning goal: infer specific qualities of the dragon from passages of 1-5 lines

together, complete the dragon’s column of the “3 Demons” chart

C block chart;   G block chart

for model entries, consult Mr. Brown’s table for Grendel and Grendel’s mother

agenda Thurs Oct 16: demon 1 and demon 2

16 Thursday Oct 2014

Posted by bllbrwn423 in agenda, Beowulf, exercise, feedback

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draw distinctions, make inferences

learning goal: name one or two significant differences between Grendel and Grendel’s mother

time to finish or polish the demon table, before submitting a printed copy during class

individual writing conferences, as people become available

agenda Tues Aug 26: Italian sonnets

26 Tuesday Aug 2014

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

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express questions, make inferences, make predictions, shape meaningful schemas

learning goal: be able to recognize poems written in conventional Italian sonnet form

continue Q&A for Mr. Brown’s commentary on sound in “A Drink of Water”

introduce two Italian sonnets: Westminster Bridge and Nuns Fret Not

in pairs: basic ingredients found in both Wordsworth poems? consensus favorite from among the three sonnets–Wordsworth’s and Heaney’s?

heads-up: poems as prayers–e.g., “wow” and “thank you” (awe and gratitude)

agenda Tues Aug 19: Ghalib and Heaney

19 Tuesday Aug 2014

Posted by bllbrwn423 in agenda, discussion, listening, poetry

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draw distinctions, make inferences, provide examples, shape meaningful schemas

ideas behind this “Poetry Workbook” (5′)

Q & A re first attempts at couplets (5′)

individually (10′), then in pairs (10′), then as whole group (10-15′), compare effects of Ghalib and Heaney poems re loss: given similar content, how do particulars of form create different effects?

more composing time

HMWRK: continue composing

agenda Wed/Thurs Aug 13/14: template, TRNTN & ghazals

13 Wednesday Aug 2014

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

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forge connections, make inferences, provide examples, shape meaningful schemas

make template with pledge-header and acknowledgment-footer

register on TURNITIN (see class page for your class ID and password)

To TURNITIN, submit your current ideas for Friday’s writing.  Please use complete sentences to explain these ideas.

_____

In small groups, identify basic elements of the this traditional form.  As part of this process, place the couplets in the order of the original ghazal.

 As a whole class, reach consensus on basic elements*. (This part needs facilitator and recorder.)

teacher supplies names for some of these elements, and shows animated mideast-empires map

In small groups, read aloud two ghazals by Hafez.  Discuss answers to these questions: How much do these poems meet the traditional requirements?  What theme(s), if any, do these two poems share?  How would you compare the tone of these two ghazals?

Each group reports to whole class.

 

agenda Fri Mar 28: passion’s slave

28 Friday Mar 2014

Posted by bllbrwn423 in agenda, Hamlet, listening, presentation

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draw distinctions, express questions, make inferences, shape meaningful schemas

Presentations from each group: Which Hamlet is most vicious and why?

Audience members, on the printed copy of their report, take notes on other groups’ explanations.

Three Questions to which you will apply the details in your notes:  What does Hamlet mean, when he declares to Horatio, “Give me that man / That is not passion’s slave and I will wear him /  In my heart’s core, ay in my heart of heart” (3.2.61-3)?  Why does he say this?  While confronting his mother in “the closet scene” (3.4.1-218), does Hamlet become passion’s slave?

agenda Wed (D) / Thurs (C): light shines on Claudius

19 Wednesday Mar 2014

Posted by bllbrwn423 in agenda, Hamlet, reading

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draw distinctions, express questions, make inferences

Today we start the downhill fall through Hamlet, since the climactic revelation of Claudius’s guilt.  Paraphrasing Prince Hamlet, the play’s the thing that has caught the conscience of the king.

improv–recorder scene

Hamlet Journal (HJ) entry #1: why is Hamlet so incensed at Guildenstern?

read 3.2.337-360 (Hamlet plays Polonius)

read 3.3 (Claudius tells R&G of plan to send Hamlet to England)

entry #2 in Hamlet  Journal: On a scale of 1-10, with 1 being low, rate and explain your sympathy for Claudius.

in small groups, do exercise 1 on page 136–concerning Claudius’s soliloquy: prepare a reading for the class, using one of the first three bullet points and the last one (with a “sense unit”)

if time allows, HJ entry #3–reflect on sympathy for Claudius (unchanged feelings?)

due Fri Feb 28: second draft

27 Thursday Feb 2014

Posted by bllbrwn423 in Hamlet, homework, submission

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draw distinctions, forge connections, make inferences

by start of Friday’s class, submit to TURNITIN revised (2nd) draft, making sure to acknowledge any help (human or otherwise) in the template’s acknowledgment-footer

As you revise, check Mr. Brown’s TURNITIN feedback on the FIRST DRAFT.

Very likely, we will have class time to revise further–for a third draft, which I will score according to the content rubric.

agenda Mon Feb 24: smoke and mirrors?

24 Monday Feb 2014

Posted by bllbrwn423 in agenda, discussion, exercise, film viewing, Hamlet

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draw distinctions, make inferences, provide examples

HJ: three beautiful or amazing things about ________

Film 1: Derek Jacobi, R/G scene thru H’s monologue

HJ: smoke and mirrors?

Film 2: Kenneth Branagh

HJ: different interpretations?

due Tues Oct 1

30 Monday Sep 2013

Posted by bllbrwn423 in homework, poetry

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create pictures, express questions, make inferences

finish your Essential-Questions notes, according to instructions distributed in Monday’s class

n.b.  Although you read the rest of the poem aloud with a partner, I ask that you take these notes by yourself.  The notes and follow-up paragraph have no right or wrong answers.  Work through the note-taking on your own. Your ideas have value because they belong to you; respect them by exploring them yourself.

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