Class #7: Monday, September 28, 2015

CLASS: reading lecture (30), NPR reading (15)

ASSIGNMENTS: 

For Informal Writing #4: Choose one of the following activities to explore in writing.

A. Explain the idea of metaphor. How does the poem take unique look at the idea of "metaphor?" What is the main metaphor of the poem? What is its significance?

B. Discuss the literal use of the word water. In other words, how does "water" in its literal form, add to the theme of the poem? Provide specific examples.

C.   Discuss the abstract use of water. In other words, how does "water" as an idea or abstraction add to the theme of the poem? Provide specific examples.

D. What is a motif? Is there a motif in this poem? If so, what is it? How do you know? Why is it important? Provide specific examples.

E. What is a simile? How is it different than a metaphor? Are there similes in the poem? What are some? How do they contribute to theme? Provide specific examples.

F> Discuss the poet's use of punctuation, line breaks and formatting. What is the point? Why? Give at least one specific example.

Extra credit to anyone who engages the author @lukejohnsonpoet (use our common hash tag).



Informal Writing #5: Listen to Susan Cain's TED Talk presentation and then respond using a combination of your own educational experiences and "exemplary moments" from her presentation. A transcript is provided on the website. Make sure your writing contains at least one direct quotation from her presentation. 

Class #6: Wednesday, September 23, 2015

1. MIZPAH /finish writing keys  (20) 1A. Conversation about themes and clarifying Ausubel stories 2. Aloud edit of narratives/literary analysis (30) 3. Johnson poem group assignment review & prep time (20) 4. A. NPR piece (15)

ASSIGNMENTS: 

DO:  WE ARE NOT DOING THIS!!!!
FAMILY ASSIGNMENT:

Each family will create a short presentation that answers the following questions:


A. Explain the idea of metaphor. How does the poem take unique look at the idea of "metaphor?" What is the main metaphor of the poem? What is its significance?

B. Discuss the literal use of the word water. In other words, how does "water" in its literal form, add to the theme of the poem? Provide specific examples.

C.   Discuss the abstract use of water. In other words, how does "water" as an idea or abstraction add to the theme of the poem? Provide specific examples.

D. What is a motif? Is there a motif in this poem? If so, what is it? How do you know? Why is it important? Provide specific examples.

E. What is a simile? How is it different than a metaphor? Are there similes in the poem? What are some? How do they contribute to theme? Provide specific examples.

F> Discuss the poet's use of punctuation, line breaks and formatting. What is the point? Why? Give at least one specific example.

You will have the first ten minutes of class Monday to make your mini-presentation. They will be approx. two to three minutes. Be ready for questions. Every member of the family should contribute. The only rubric is that you completely answer the question. Extra credit to any family who engages the author @lukejohnsonpoet (use our common hash tag).

READ: 
This excellent piece from the University of Michigan (wow...holy theme) writing department on expanding analysis of literature (or other text). Apply this to either IW #1 or IW#2 and resubmit a new paper (along with today's oral edits). Questions about the reading. Hit me with them Monday!

WRITE: 
1. Revisions of Narrative & Formal Writing #3 (with expansion as well as oral edits) Should be minimum of two full, typed pages.

WRITE: Watch this video from Cage the Elephant. See how the video's director (Issac Rentz) uses visual language to communicate theme. In many ways, "visual rhetoric" works the same as "compositional rhetoric." Discuss how in Informal Writing #3. First, begin by analyzing the theme or central idea of the piece. How is this communicated in both broad and subtle ways? How, specifically, is metaphor used? How do the visuals work with the song itself (lyrics available online).

Class #4: ASSIGNMENTS: Wednesday, September 16, 2015

READ: Hacker Usage Glossary (does not demand a linear read, instead go through and check the rules you do or do not know).

Read & annotate "You Can Find Love Now" by Ramona Ausubel. Respond to the short story in writing as Informal Writing #2. In your essay, be sure to discuss rhetorical devices employed by the writer. Focus on one or more of the following questions:

1. If you read The Odyssey in high school, how did this story accentuate or otherwise widen your view of the original piece? 

2. Did the format of the piece (the back and forth between the voice of the Cyclops and the voice of the computer program) accentuate how you related to the theme? If so, how specifically? 

3. Do you think that the Cyclops will be successful in luring love back to his cave? Why or why not? 

4. We will return to a deceptively simple question we explored with the Luke Johnson poem: Was this a hopeful story or a sad story? Discuss why you feel that way. 

Be ready to discuss on Monday. 

WRITE: Revision of Essay #1

Class #3: ASSIGNMENT: Monday, September 14, 2015

READ & WRITE: This assignment is to be completed in conjunction with a reading of Ramona Ausubel's Safe Passage (hard copies handed out in class). 

Students should also read this New York Times article as an added resource. As well, as this pull quotation from the author:

Ausubel: Death and what happens to us after we’re gone is the biggest question there is. Biggest by many, many powers. Maybe we simply disappear and maybe we go to a fluffy white cloud place, where all our childhood dogs are waiting along with everyone we’ve ever loved (and they all somehow get along), or maybe we come back as stinkbugs or sparrows. Until each of us gets there, the answer to the questions is None/All of the Above. When I was writing “Safe Passage,” I had the sense that Alice, the main character, found a kind of peace in her strange surroundings, and that she walked out into that peace (or swam, in this case) and there was something there, as opposed to nothing. As long as there is something, as long as there is matter, there is no ending. Birth into what, we don’t know, but, at least in the world of this story, death is a rebirth.

Informal Essay #1: Identify the juxtaposition apparent in Ausbel's story. Use this OneStory interview and the pull quote attached below for help. How does the author use imagery that creates comparison by highlighting very contrasting ideas? How does that effect create a unique and emotional image of death? What is your impression of this image? How does the Times article do the exact same thing? Is this a good thing? A bad thing? Feel free to explore your own take on death and the after life while pursuing answers to these questions.  

Narrative revisions due Wednesday. 

Class #3: IN-CLASS ACTIVITY: Monday, September 14, 2015

Monday, February 2, 2015, 
IN-CLASS ACTIVITY: Learning Inventory  

Take five minutes to do the following at the beginning of class. 

1. Review your completed LIC paperwork.

2. Read the given sheet that outlines the meaning of each category.

3. On the back of your worksheet, write a few sentences explaining if, after reading the handout, you think you belong in a different group. Identify the group and briefly explain why.

4. Then, on another piece of paper write a few sentences in response to the following questions.

Consider your own personal educational experiences when answering:
      A. Considering the strengths and weaknesses of your learning style, and considering the way public education is structured, what has been one of the most challenging parts of being a student? In other words, what causes you to struggle? What do you have the hardest time dealing with?

      B. Considering the strengths and weaknesses of your learning style, and considering the way public education is structured, what is something you excel at that many of your peers struggle with? In other words, what comes easy to you as a student?

     C. Everyone is going to be put into a family. If you had a chance to interview for a spot in your family, how would you sell yourself? In other words, why would I want you (or someone like you) in MY family?

5. Make-sure you hand these papers in before you leave class today.