Tuesday, November 17th and Friday, November 20th

  Don't forget to email me the feedback and scoring from your written "how" responses. I have only received a couple from the class. 

1. Turn in quiz. 

2. Small group discussion-  "Jamyla Bolden," "My Father," and "Blood"

- Poetic structure and form

- Speaker or persona

- Language choices and impact

- Thematic issues addressed in poems? Carry over between the three?

- Nye's style? After reading multiple examples, how would you characterize her personal poetic style?

3. Watch: Poet Nye "Telling a Story"

Homework taking you into Thursday (Group A) and Sunday (Group B): 

1. Read: Nye Author Note, Book Review

2. Read and annotate: "Separation Wall," "Morning Song," and "In Some Countries"

3. Copy and complete the poetry chart with these three poems: Poetry Thematic Comparison Chart

VIRTUAL ORGANIZER FOUND HERE:  Virtual Organizer

Reasons why a schedule shift will be OK for 

Mrs. Schulenberg-Cole's kids:

1. They are open-minded and flexible. 

2. They are smart, mature learners and will seek out education in new formats. 

3. They know that Mrs. Schulenberg-Cole has their back. Learning will continue, clearly communicated and supported. 

4. They know the expectations of the class. We have already covered writing, reading, discussion, and thinking expectations. 

5. They have goals for their futures and are able to connect the learning in class to supportive of these goals. 

6. They CAN self-motivate. Just because it is tough and or new does not mean that they cannot do it succcessfully. 

7. They can come to Mrs. Schulenberg-Cole with questions about the material, time managment, or stressors that they may be encountering. 

8. They know it is temporary. They know that their smart decisions will help them get to a normal school setting. They will wash their hands, keep their distance from groups, and know how their positive community actions will positively impact them personally. 

9. They trust that Mrs. Schulenberg-Cole will balance forward movement through the material with an acute awareness of the adjustment period for students. 

10. BECAUSE THEY ARE THE BEST KIDS IN THE SCHOOL! 💓

Monday, November 16th and Thursday, November 19th

1. Post your writing sample on shared Jamboard. IB11 Jamboard "HOW"

2. Read through each group member's writing sample. Have the Mercer and Strom example accessible as a comparison piece. When done reading, you will EMAIL score to that classmate. You need to identify 3 things that they have done successfully. 3 things that they need improvements on. Use the descriptions of the scoring guide to help guide your feedback. 

3. When you receive your emails from your group members. Cut and paste their scores and comments, identifying the reader, and send in ONE email to ME. 

Scoring Guide: 

3- Clearly identifies a viable author choice or effect as a topic sentence. Smoothly leads into providing specific examples from 3 NYE poems. Explains specific/magnified examples from the line and clearly explains the significance of this choice. Clearly and obviously states HOW the effect and choice are linked. Device(s) are clearly identified and contextualized. Influenced by Strom and Mercer writing is evident. 

2. Identifies either an author choice or effect. Provides specific examples from 3 poems. Somewhat makes the connection between choice and effect. Lines of verse are examined in entirety.. not specific elements. Device(s) are mentioned. Strom and Mercer writing influenced a bit.. but minimal. 

1-  Identifies choice or effect. Choppy integration, or not properly formatted line integration. Not a clear explanation of link between how the choice leads to specific effect. Specific devices are hinted at. Strom and Mercer influence not seen. 

4. "Jamyla Bolden" and "Blood" and "My Father" QUIZ. (Take home) 

Tuesday, November 10th and Friday, November 13th

 1. Discuss "Kindness" quiz. 

2. Small group: Discuss the 4 specific lines from Nye's poems. - Sentence stems author choice and effect. 

3. Add BEST example on:  NYE Poetry Sentence Stems Jamboard

Homework for Wednesday (Group A) and Sunday (Group B): 

A. Select EITHER... the author choice... OR the effect it has.....  from one of your poetic lines of verse. 

B. Find TWO additional examples of that author choice OR the similar effect of that author choice from the other NYE poems. 

C. Read the last paragraph on page 35-36 from "Counter Narratives."  It starts off: "In 'Arabic Coffee' . . ."

D. Following the style of writing by Mercer and Strom... put together a paragraph discussing your three examples from Nye's poetry. You will need to clearly identify the device choices in your responses. Post response in SCHOOLOGY by the end of the day on Wednesday, November 11th (Group A) and Sunday, November 15th (Group B) 

    Writing-style...  Note the following: 

• How a topic sentence is used. 
• How Mercer and Strom discuss the meaning created by the lines of verse. 
• How the lines are integrated in the writing. 
• What devices are clearly named or hinted at... (style.. theme... purpose). 

Monday, November 9th and Thursday, November 12th

 EXPLAINING THE HOW! 

"The tear is famous, briefly, to the cheek."

Nye's syntactical choice of placing the adverb "briefly" as a nonessential element causes the reader to pause temoporarily after the reference to the key thematic idea of fame. This causes the reader to ruminate on the notion of fame. To illustrate: the stress of the first syllable of "fa" is followed by the unstressed syllable of "mous" in the word famous. This syllabic form of the word causes the sound of the concluding of the line, which highlights the commonly-accepted concept of fame as a destination or state-of-being. However, by following the subject complement in the sentence with the adverb "briefly," the reader is reminded of the temporality of fame by the placement of the adverb as a nonessential element in this line of verse. After pausing briefly, the reader moves beyond the nonessential element in this line, just as the tear dissipates from the cheek, which made it famous.

- Identified author choice.

- Explained the effect it has on the poem. (This is usually where we stop.. and kinda with a 'ta da')

- Explained specifically HOW that device has created that effect. Magnifying glass. 

_________________________________________________________________________

1. Studying examples of literary/poetry analysis: 

• What is the essay's claim? 
• How is a connection made between the claim and the literary/poetic device(s)
• How does the essay introduce or reference author choices? 
• How does the essay introduce textual support from the poem? Content and technically?
• How does the author technically write out examples of poetic verse? What do you notice?
• What directly follows line references/evidence? Summary? Dissection? 
• HOW does the author discuss his/her evidence? 
• How does the author address the effect of poetic choices? 

 "Cooking up stories of loss"- Nye Article

Pages to evaluate: (Read the *)

* 33-top of 39
* Last paragraph of 44-45. 

2. Select ONE line from each of the last 4 Nye poems.  In a section in your notes, go through the following bullet points: 

• List the first poetic line. 
• Write the following sentence: Nye's use of (insert device) results in (name effect). 
• Write the following sentence: When Nye states, (provide a specific word/phrase from line), her use of (insert device again) demonstrates (_what specifically____). 
• Now explain the direct connection demonstrating HOW this word reuslts in this specific effect.
• (Repeat with next line)   

Homework:

1. 4 sentence stems (see above). Put in notes. 

2. "Kindness quiz" 

3. Review the following PowerPoint- Doing a Close Reading of Poetry- OWL

For the Week of November 2nd-5th

Make sure that you have completed both IB Assessment Flipgrids-  

- To make sure that we are fully aware of two of the major assessments in IB English HL, you are going to create a small video presentation for both assessments. In these videos, you are going to explain each assessment, what they entail, what texts are used, etc. The specific assignment is located on each individual Flipgrid link. The goal of this assignment is to ensure that you completely understand each assessment and see how the work we are doing daily are supportive of your success on these. Please submit each video to Flipgrid. 

This Week: 

1. Read and annotate the following Nye poems. Utilize all strategies of poetry analysis and note organization. 

“Trying to Name What Doesn’t Change”

“Mediterranean Blue”

“The Traveling Onion”

“Arabic Coffee” 

2. Once done with all four, you will be creating a video explaining your annotations and findings in an assigned poem. 

-See the folder for your assigned video poem. Record video following the directions. 

3. After you have posted your video, you will complete two video responses to two different poems you were not assigned. 

(This means there will be one poem you will not record a message for. You will have it annotated though.)