Assignment 5 - Due at the end of Class 4/10 and 4/11

Do Now: Reflect - Over the past two weeks HOW has your understanding of Blackberries as an experience developed and changed? Be specific and concrete. 

How has your ability to rapidly analyze a poem progressed over this same time? 

Heading into the AP exam next month what skills still need polish?

Do NEXT: "Black Berrying" by Sylvia Plath

1. As a group complete steps 1 - 4.

2. Complete a 4 leaf clover. 

3. Do the Same for "August" by Mary Oliver

4. Combine the two thesis statements into one that compares the perspective of the two poets.

5. Using the best of your group's 4 Leaf Clovers, complete a comparative 4 leaf clover.

DUE at the end of Class. 

PS - We'll be returning to the three anchor texts next week as we practice Q2 and Q3. 

Assignment 4 More Blackberries 4/04 and 4/05

"Blackberry Picking" by Wendy Mooney and "Blackberries for Amelia" by Richard Wilbur

Do Now: Given your Deconstructions, how does your essay compare to the two higher scoring essays? How will you improve them? Make an explicit plan in writing.

Do Next:  

1. Again, using the process you've previously employed (and with a clear idea of imagery to meaning concepts), complete steps 1 - 4 for each poem. 

2. Complete steps 5 AND 6 for EACH Poem

3. Complete a 4 Leaf clover for each

Homework: Select one poem and compose an essay from the supplied prompt.

Steps 1, 2, AND 3 for the poem you did not select for an essay are due at the end of class. 

Steps 1, 2, and 3 plus your essay are due at the beginning of class 4/06 and 4/09

Assignment 4/3 and 4/4

Timed Writing

Do Now: Review the following handout. imagery to meaning

Prompt: TBA on 4/03

You will have 45 minutes to write your essay

Homework: 

Essay Deconstructions: Link - TBA on 4/03 and due 4/05 or 4/06

Assignment for 3/29 and 4/2

Do Now: Share your Thesis wand your 4-Leaf Clover with your group. Make notes on their feedback and then revise your thesis and clover.

Reflect: How did feedback help focus your Clover analysis? Specifically, what changes did you have to make and how will you use this feedback in your next assignment?

Assignment 2: Blackberries By Yusef Komunyakaa packet link

Remember the Process from last class:

1. Using a 15 second time limit circle words that jump from the page. Are these words positive or negative? Why did these words stand out? Then share with your group partners.
2. Read the prompt. Identify what you are reading for.
3. Read and annotate the poem (or passage for prose as the process does not change). Make sure you have notes on Speaker, Imagery, Selection of Detail, Diction, and Syntax (where it's relevant).
4. Discuss the passage with your group and make additions as necessary.
5. Compose a thesis and a quick outline for an essay on the back of the prompt.
6. Share your Thesis. Then find three people from other groups to provide feedback.
7. Write your essay. 

Complete Steps  1 - 5, then 6, then 7.

Due at end of Class

1st Assignment and more to come - you will need your laptops/tablets

Greetings.  The assignment posted today and those that will follow in the next few days. All assignments will be linked to the Drive and will be printed for your convenience - as annotations, drafts, free writes, and essays will all be turned in for grading. 

Do NOW: To refresh critical skills WATCH: Ted Ed: Mining Literature for Deeper MeaningsAnd Answer MC Questions After and Discuss.

Do NEXT: Download 4 Leaf Clover of Analysis then listen to Lady Gaga's "Pokerface" and Read the lyrics at Genius Lyrics.  

Notice how all of the evidence is anchored by the Four Sentence Frames in the Clover.

Your Turn: "Blackberry Eating" by Galway Kinnell

All Poems for the next few assignments can be downloaded HERE

Today please complete steps 1 - 4 in classHomework: 1. Complete a 4-Leaf Clover of Analysis, 2. Steps 5 and 6

Assignment Poetry / Prose
The Process:
Remember how you have been asked to engage poetry at a physical level.
1. Using a 15 second time limit circle words that jump from the page. Are these words positive or negative? Why did these words stand out? Then share with your group partners.
2. Read the prompt. Identify what you are reading for.
3. Read and annotate the poem (or passage for prose as the process does not change). Make sure you have notes on Speaker, Imagery, Selection of Detail, Diction, and Syntax (where it's relevant).
4. Discuss the passage with your group and make additions as necessary.
5. Compose a thesis and a quick outline for an essay on the back of the prompt.
6. Share your Thesis. Then find three people from other groups to provide feedback.
7. Write your essay.
The entire process can be completed in one class, whether it is Poetry or Prose.

Song of Solomon Ch 14 - 15

Chapter 14 - 15

1. Please complete the Say, Means, Matter chart for Ch. 14 - 15.  Say, Means, Matters

2. Complete your Family Trees and Treasure Maps