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College Writing 
Class Activities


Third Quarter Class Activities



Week of 6/11

6/14:  Revised poems looking at the poem's story, structure, music and imagination.
6/13:  Read and wrote poems about poetry.
6/12:  Read and wrote curse poems and instruction poems.
6/11:  Short stories returned.  Read and wrote haikus and lowkus.

Week of 6/4

6/7:  Read "Traveling Through the Dark," "Moth" and "A Blessing."  Wrote poems describing an experience in or with  nature which changed you or made you feel connected with nature.
6/6:  Reviewed Sentences Worksheet4 and proofread short stories in writing groups.
6/5: 
Read "Raising a Little Chap."  Looked at the Dialogue/Interior Monologue/Description/Action, the turns/complications/obstacles and the techniques borrowed from other stories.  Identified two problems areas in our stories and fixed them.
6/4:  Read "I Just Called to Say," "Pools of Green." and "Say Yes."  Looked at what makes a satisfying story.

Week of 5/29

5/31:  Shared our short story drafts with our writing groups.  Looked at how to flesh out the stories and characters, develop the short story elements and tweak the MDQ. 
5/29:  Final Self-Evaluation assigned.  Read "Passing Time with the Master" & "The Biscuit has Been Buttered."  Looked at  the differences between first and third person.  Started a story from a character.  Put the character in her normal setting (or a place you'd never find her), gave her a problem and wrote about what happened.

Week of 5/21

5/25:  Read "Orientation," "Like Totally." and  "The Visit."  Began a second person story and/or a story beginning with a voice.
5/24:  Went outside and wrote observations or observation poems.
5/23:  After reading "Reunion" by John Cheever, wrote a story that included at least three of the following: a parent and child as two of the characters; at least one scene in a restaurant; a variation on the phrase: "I want to get a rise out of this chap;" a circular shape.
5/22:  Shared short story article summaries in jigsaw groups.
5/21:  Feature articles returned.  Met in writing groups and shared short story drafts.

Week of 5/14

5/17:  Met in writing groups and shared short story drafts.
5/16: 
Read "In the Current" & "Passing Time."  Wrote a story in that form.
5/15:  Looked at how dialogue is used to convey setting, character and conflict in "A Perfect Day for Bananafish." Looked at how a real conversation can be launched into a story by asking, "What if?" in "Mikey's Not Home."  Collected conversations for story starts.
5/14: 
Looked at story guidelines; limit to two hours, one scene, one POV and two or three characters.  Read "Thank You, M'am" and "Nice Pants"  Looked at guidelines, story ideas (and What if?), form ideas and techniques.  Made a list of 10 story ideas.

Week of 5/7

5/11:  Feature Articles collected.  Short Story Unit assigned.  Generated a list of story elements and wrote a story form a postcard.  (Link to Postcard Story Prompts)
5/10:  Shared the FA's in proofreading groups. 

5/9:  Read "Homestead Park" and generated a list of poem ideas, form ideas and techniques.  Wrote a poem.
5/7:  Workshopped VP and CL's feature articles.

Week of 4/30

5/4:  Shared feature article drafts in groups of three or four.  Used the Nonfiction article rubric and looked at the mix of dialogue, description and action.
5/3:  Looked at the Feature Article Rubric and "Punctuating Dialogue: The Inside Story."  Read "The Believers," "Local Man Digs History," and "Crime and Punishment" in small groups and looked at form ideas and techniques.
5/2:  Looked at Tom Lux's ideas about the music of poetry.  Read "What? I said..."  "Fruitless in Florida," "It's algebra," "Life of an Ear," and "Tea."  Wrote and shared poems that made "sound" sense without necessarily making idea sense.
5/1:  Watched a sample interview.  Looked at pieces of an interview transcribed and the final feature article, "You Have to Love It."  Read "One Day at a Time."

Week of 4/23

4/27:  Read "Extreme Measures," "Life is Short, Run Naked," & "Spring Comes to Hogeye" in small groups and generated a list of FA ideas, form ideas and techniques.
4/26:  Met in reading groups and shared FA ideas, poem drafts, other journal entries, or other writing.  Read "Life as a Blockhead" in small groups and generated FA ideas, form ideas and techniques.
4/25:  Read "Axed by Fax,"  "Is Graffiti Art?" and "The Running Artist" in small groups and generated a list of FA ideas, form ideas and techniques.
4/24:  Read "Neither New Nor Improved,"  "What's 50, Curvy and Full of Air?" and "Doris from Rego Park."   Looked at tone and quote/summary ratio.  Also looked for article ideas, form ideas and techniques.
4/23:  Feature Article assigned.  Read "Silk Chute Wedding," "Fifteen," and "Life as a Blockhead."  Looked at questions, looked at mix of interviewee and author's words, and began to generate questions.

Week of 4/9

4/13:  Self-Evaluations returned.  Shared poems in  small groups.
4/11: 
Workshopped CZ's poems using Bosselaar Cards.
4/10:  Completed Self-Evaluations in the computer room.
4/9:  Read and wrote Skeltonic Verse and Anglo-Saxon Alliterative Meter

Week of 4/2

4/5:  Read and wrote Found Poems.
4/4:  Continued to read, write and share circular, incremental and dialectical poems.
4/3:  Read and wrote circular, incremental and dialectical poems.

Week of 3/26

3/30:  Looked at the Anglo-Saxon and Latinate roots of English.  Generated a list of 12 favorite words and wrote a poems using 10 of them.  Looked at writing with fixed meaning versus writing with fluid meaning.
3/29
Reviewed old sentence types and looked at gerund phrases and participle phrases.  Proofread position papers in groups of three or four.  
3/28:  Brainstormed a list of the qualities of an effective position paper.  Workshopped TM & PS's position papers.
3/27:  Continued looping activities to explore our position paper issues.  Looked at how our issues connect to larger issues (or other issues.)
3/26:  Wrote the position in a sentence, three supporting examples or arguments and the areas of concern.  Watched a model of a bad conference and a good conference.  Shared position paper drafts with a partner.  Began to use looping exercises to explore our issues. 

Week of 3/19

3/23:  MoonJune essays returned.  Played with the line order of "Root Cellar."  Read "Venice Beach Sonata" & "Four Minute Hell."  Wrote a poem describing a place in rich sensory detail.
3/21:  Midterm Self-Evaluation assigned.  Read "The Uniform," "What Uniform?" "Could we put some more clothes?" and "Sis! Boom! Bah! Humbug!"  Looked at form, techniques, voice and style.
3/20:  Read "Bosnia Tune," "The Colonel," "Belly Button Patrol," and "The End and the Beginning."  Wrote position paper poems.
3/19:  Wrote position papers that respond to or are inspired by "No More MoonJune" and divorce packet.

Week of 3/12

3/14:  Read "No More MoonJune," "Wedding Wisdom and Passion," "Time to Rearrange the Marriage,"  "Who Needs Marriage Anyway?" and the Divorce Reform packet and prepared to write position paper that responds to or or is inspired by one or more of the arguments.
3/12:  Read "Don't Fear the Digital," "The Blueberry Story," and "I Am Not a Camera" and began a change-of-perspective position paper.

Week of 3/5:

3/9:  Read "Stressed for Success," and "The Inevitability of File Sharing,"  and "Jay Gatsby, Dreamer, Criminal, Jazz Age Rogue, Is a Man for Our Times."   Looked at audience,  position paper techniques and how a story can illustrate a position.  Made a list of position paper topics and eliminated the tired topics.
3/7:  SAT Timed Writing returned.  Read "What Can a Flawed Test Tell Us, Anyway?" & "The Road to Creaseless Glory." Looked at mix of research and analysis.
3/5:  Reviewed strategies for and completed SAT Writing prompt.  Personal essays returned.

Week of 2/26

3/1:  Personal essays collected.  Looked at SAT Writing examples, assessments and strategies.
2/28:  Shared personal essays in proofreading groups.  Looked at different types of metaphor.  Read "Rite of Passage," and "Thesaurus."  Wrote poems or descriptions using different types of metaphor.
2/27:  Revised personal essays using linear revision strategies.  Looked at sentences and word choice.   Looked at three different types of sentences: appositive, appositive adjective and compound sentences.

Week of 2/12

2/16:  Revised personal essays using linear revision strategies.  Moved from big to small looking at beginning/middle/end, paragraphs, and sentences.  Workshopped Christina's personal essay.
2/13:  Shared personal essay drafts with a partner.  Read and wrote litanies.  Looked at varying line/sentence length, purposeful repetition, and rhythm to create more music.
2/12: 
Looked at linear and lateral revision.  Tried the following lateral revision activities:  self-conference, write a moment or dialogue, change the form and/or audience.

Week of 2/5

2/9:  Read "The Greatest Challenge," "Spell 'World' Backwards," "Living Like Weasels" and "Van Pinn."  Looked at titles, voice/POV, avoiding "telling," the mix of story and reflection.
2/8:  Looked at Nicholson Baker Descriptions.  Read rituals and wrote our own.
2/7:  Looked at internalized rules for adjective order, the variety of ways to compose a sentence of five random words and how to combine and vary sentences for sophistication.  Reviewed three different types of sentences: appositive, appositive adjective and compound sentences.  Looked at the sentences in the "A Lesser Form of Immortality."
2/6: 
Read and wrote one-sentence poems.  Looked at varying line/sentence length, the syntax of long sentences and techniques for writing complex sentences.

Week of 1/29

2/2:  Writing samples returned.  Reviewed goals.   Read "Salvation" and looked for reusable ideas, form ideas or techniques.
2/1:  Read "A New Perspective," and wrote about something we now see from a different perspective.
1/31:  Shared the most important lines from "That Crucial First Draft." Read "Life Abroad & At Home," and looked for essay ideas, form ideas or techniques not to use.
1/30:  Read "The Crane," and "Chasing the Night" and looked for reusable ideas, form ideas or techniques.  Began a list of personal essay ideas.
1/29:  Handed in writing samples.  Personal essay assigned.  Read  "My Physics Teacher" and "This is just to say."  Looked at poem ideas, form ideas and techniques.  Wrote a poem using one or more of those ideas and techniques.

Week of 1/22

1/26:  Worked on the writing sample.
1/24:  Looked at the qualities of good writing, the JBHS Writing Rubric and Writing Process.   Read "The Philosopher" and "Focusing on Friends:  Looked at qualities of a personal essay and for essay ideas, form ideas and techniques.
1/23:  Overview of the course.















Second
Quarter Class Activities




Week of 1/8

1/12:  Revised poems looking at the poem's story, structure, music and imagination.
1/11:  Read through different poetry books and selected two or three poems to read to a neighbor.
1/9:  Short stories returned.  Read and wrote poems about cars.
1/8:  Read and wrote poems about poetry.

Week of 1/2

1/5:  Met in proofreading groups with short stories.  Finished workshopping CM & EF's stories.
1/4:  Looked at Short Story Revision Ideas and generated ideas for applying them to our stories.  Read "Bullet to the Brain" and "I Just Called to Say."
1/3: 
Workshopped CM & PS's short stories.  Looked at the characters, conflict, guidelines, MDQ and climax.
1/2: Read and wrote haikus.

Week of 12/18

12/21:  Shared our short story drafts with a partner.  Completed short story self-conferences in our journals.  Link to Short Story Self-Conference.
12/20:  Read "Say Yes," "Pools of Green," and "Clean-up in Aisle 6."  Looked at using action and description to show the characters' inner states, using specific details to make a story seem real, being concise and being consistent.
12/19: 
Final Self-Evaluation assigned.  Read "Passing Time with the Master" & "The Biscuit has Been Buttered."  Looked at  the differences between first and third person.  Started a story from a character.  Put the character in her normal setting (or a place you'd never find her), gave her a problem and wrote about what happened.
12/18:  Read "Orientation," "Like Totally." and  "The Visit."  Began a second person story and/or a story beginning with a voice.

Week of 12/11

12/15:  Read and wrote persona poems.
12/14:  Shared short story article summaries in jigsaw groups. 
12/12:  After reading "Reunion" by John Cheever, wrote a story that included at least three of the following: a parent and child as two of the characters; at least one scene in a restaurant; a variation on the phrase: "I want to get a rise out of this chap;" a circular shape.
12/11:  Looked at how dialogue is used to convey setting, character and conflict in "A Perfect Day for Bananafish." Looked at how a real conversation can be launched into a story by asking, "What if?" in "Mikey's Not Home."  Collected conversations for story starts.

Week of 12/4

12/8:  Read "In the Current" & "Passing Time."  Wrote a story in that form.
12/7:  Looked at story guidelines; limit to two hours, one scene, one POV and two or three characters.  Read "Thank You, M'am" and "Nice Pants"  Looked at guidelines, story ideas (and What if?), form ideas and techniques.  Made a list of 10 story ideas.
12/6:  Feature articles collected.  Short Story Unit assigned.  Reviewed the list of story elements and wrote a story from a postcard.
12/5:  Shared the FA's in proofreading groups.  Talked about the elements of a short story.

Week of 11/27

12/1:  Wrote birdbath, borrowed text or FA text poems.
11/30: 
Shared feature article drafts in groups of three or four.  Used the Nonfiction article rubric and looked at title/introduction and who/what/why/when/where.
11/29:  Wrote collaborative poems.
11/28:  Workshopped KH and NB's feature articles.
11/27:  Wrote descriptions for our FAs and looked at the Nonfiction Article Rubric and "Punctuation and Dialogue: The Inside Story."  Read "The Believers," "Life is Short, Run Naked," & "Spring Comes to Hogeye."  Looked at style and how much of the writer appears in each article and why.

Week of 11/20

11/22:  Looked at Tom Lux's ideas about the music of poetry.  Read "What? I said..."  "Fruitless in Florida." and "It's algebra."  Wrote poems that made "sound" sense without necessarily making idea sense.
11/20:  Watched a sample interview.  Looked at pieces of an interview transcribed and the final feature article, "No Heroes." 
Read "Local Man Digs History."

Week of 11/13

11/17:  Read "Extreme Measures," "Crime and Punishment," The Ultimate Superpower," and "When the Cashier is You."  Looked at quote/summary ratio, writer presence, form, and questions.
11/16: 
Read "Axed by Fax,"  "Is Graffiti Art?" and "'Life as a Blockhead."  Looked for FA ideas, form ideas and techniques as well as the mix of quotes and active research.  Shared potential FA ideas from out lists of ten. 
11/15:  Read "Neither New Nor Improved,"  "What's 50, Curvy and Full of Air?" and ""The Running Artist."  Looked at tone and quote/summary ratio.  Also looked for article ideas, form ideas and techniques     Began a list of 10 potential topics/questions for the feature article.
11/14:  Finished workshopping poems.  Feature Article assigned.  Read "Silk Chute Wedding," "Fifteen," and "Doris from Rego Park."  Looked at questions, looked at mix of interviewee and author's words, and began to generate questions.
11/13: Workshopped poems in large groups using Bosselaar Cards.

Week of 11/6

11/8:  Workshopped CM & DM's poems using Bosselaar terms.
11/7:  Read and wrote poems in forms that use repetition - villanelles, pantoums and rondelets.
11/6:  Self-Evaluations returned.  Played with the line order of "Root Cellar."  Read "Venice Beach Sonata" & "Heathrow Airport."


First Quarter Class Activities

Week of 10/30

11/3:  Completed Self-Evaluations in the computer room.
11/2:  Read and wrote Found Poems.
11/1:  Read and wrote Skeltonic Verse and Anglo-Saxon Alliterative Meter.
10/30: Position papers returned.  Continued writing circular, incremental and dialectical poems.

Week of 10/23

10/27:  Read and wrote circular, incremental and dialectical poems.
10/26:  Returned to the Anglo-Saxon and Latinate roots of English.  Generated a list of 12 favorite words and wrote a poems using 10 of them.  Looked at writing with fixed meaning versus writing with fluid meaning.
1
0/25:  Proofread position papers in groups of four.  Looked at the Anglo-Saxon and Latinate roots of English. 
10/24:  Reviewed three different types of sentences: adjective clauses, noun clauses and adverb clauses.  Reviewed appositive, appositive adjective and compound sentences.  Shared position papers in revision groups of three. 
10/23:  Used looping exercises to explore our issues.  Looked at how our issues connect to larger issues (or other issues.)

Week of 10/16

10/20:  Workshopped JS & DM's position papers.  Midterm exam assigned.
10/19: 
Read "Bosnia Tune," "The Colonel," "Belly Button Patrol," and "The End and the Beginning."  Wrote position paper poems.
10/17:  Read "Don't Fear the Digital," and "I Am Not a Camera" and began a change-of-perspective position paper.

Week of 10/10

10/13:  Wrote position papers that respond to or are inspired by "No More MoonJune" and divorce packet.
10/12:  Read "No More MoonJune," "Wedding Wisdom and Passion," "Time to Rearrange the Marriage" and the Divorce Reform packet and prepared to write position paper that respond or are inspired by one or more of the arguments.
10/10:  Read "Sis! Boom! Bah! Humbug!" & "A Sport to Cheer About" and looked at tone and voice.  Read "Stressed for Success," and "The Inevitability of File Sharing."   Looked at audience,  position paper techniques and how a story can illustrate a position. 

Week of 10/3

10/6:  SAT Timed Writing returned.  Read "The Uniform" I & II, and "Could we put some more clothes?" and "Jay Gatsby, Dreamer, Criminal, Jazz Age Rogue, Is a Man for Our Times." Looked at mix of research and analysis, looked at use of humor and sarcasm, and looked for essay ideas, form ideas and techniques.
10/5:  Reviewed strategies for and completed SAT Writing prompt.  Made a list of position paper topics and eliminated the tired topics.
10/4:  Position paper assigned.  Looked at SAT Writing examples, assessments and strategies.
10/3:  Personal essays returned.  Read "What Can a Flawed Test Tell Us, Anyway?" & "The Road to Creaseless Glory." Looked at mix of research and analysis, and looked for essay ideas, form ideas and techniques.

Week of 9/25

9/29:  Personal essays collected.  Looked at different types of metaphor.  Read "Rite of Passage," "and "Thesaurus."  Wrote a poem using at least two types of metaphors (specific, extended, central).  Shared.
9/27:  Shared personal essays in proofreading groups. 
9/26:  Reviewed three different types of sentences: appositive, appositive adjective and compound sentences.  Looked at a "bad" and a "good" conference.  Shared the personal essay draft in groups of three or four.
9/25:  Revised personal essays using linear revision strategies.  Moved from big to small looking at beginning/middle/end, paragraphs, and sentences.  Looked at three different types of sentences: appositive, appositive adjective and compound sentences.

Week of 9/18

9/22:  Looked at linear and lateral revision.  Tried the following lateral revision activities:  self-conference, write a moment or dialogue.
9/21:  Read and wrote litanies.  Looked at varying line/sentence length, purposeful repetition, and rhythm to create more music. 
9/20:  Journals returned.  Read "The Wonder Years, " "Van Pinn," and "Spell World Backward."  Looked at risk-taking, show-don't-tell, paragraphs, dialogue and other reusable essay ideas, form ideas and techniques.
9/18: 
Journals Collected.  Looked at Nicholson Baker Descriptions.  Wrote our own rituals or process descriptions.

Week of 9/11

9/15:  Looked at  student goals and how to write assessible and varied goals.  Read rituals and made a list of rituals for possible personal essay topics.
9/14:  Read "A New Perspective," and wrote about something we now see from a different perspective.
9/13:  Read and wrote one-sentence poems.  Looked at the syntax of long sentences and techniques for writing complex sentences.
9/12:  Shared the most important lines from "That Crucial First Draft."  Read "Life Abroad & At Home," and  "Salvation" and looked for reusable ideas, form ideas or techniques.
9/11:  Writing Samples Returned.  Read "the greatest challenge faced" and examples of sensory descriptions using "I see..." or "I saw..."

Week of 9/5

9/8:  Personal essay assigned.  Read "The Philosopher,"  "A Lesser Form of Immortality?" and "the greatest challenge faced" and looked for reusable ideas, form ideas or techniques.  Began a draft using these ideas.
9/7:  Handed in writing samples.  Read  "My Physics Teacher" and "This is just to say."  Looked at poem ideas, form ideas and techniques.  Wrote a poem using one or more of those ideas and techniques.
9/6:  Worked on the writing sample.

Week of 8/31

9/1:  Looked at the qualities of good writing, the JBHS Writing Rubric and Writing Process.  Read "Chasing the Night," and looked at qualities of a personal essay.
8/31: Overview of the course.

















Fourth Quarter Class Activities

Week of 6/19

6/19:  Final Exam

Week of 6/12

6/15:  Short stories returned.  Revised poems looking at the poem's story, structure, music and imagination.
6/14:  Went outside and wrote nature/observation poems.
6/13:  Handed in short stories.  Read and wrote poems about poetry.  (Senior Exams)

Week of 6/5

6/9:  Met in proofreading groups with short stories.  Read "Passing Time with the Master" & "The Biscuit has Been Buttered."  Looked at  the differences between first and third person.  Didn't have time to start a story from a character:  Put the character in her normal setting (or a place you'd never find her), gave her a problem and write about what happened.
6/8:  Completed short story self-conferences in our journals.  Shared our short story drafts with a partner. 
6/7:  Looked at character driven stories, Tension, Ambivalence, Conflict, Complications & MDQs.  Workshopped short stories by the JGs.
6/6:  Read "Orientation," "Like Totally." and  "The Visit."  Began a second person story and/or a story beginning with a voice.


Week of 5/30

6/2: After reading "Reunion" by John Cheever, wrote a story that included at least three of the following: a parent and child as two of the characters; at least one scene in a restaurant; a variation on the phrase: "I want to get a rise out of this chap;" a circular shape.
6/1:  Looked at how dialogue is used to convey setting, character and conflict in "A Perfect Day for Bananafish." Looked at how a real conversation can be launched into a story by asking, "What if?" in "Mikey's Not Home."  Collected conversations for story starts.
5/31: 
Final Exam assigned.  Read "In the Current" & "Passing Time."  Wrote a story in that form.
5/30:  Feature articles returned.  Went to CAPstone.

Week of 5/22

5/26:  Looked at story guidelines; limit to two hours, one scene, one POV and two or three characters.  Read "Thank You, M'am" and "Nice Pants"  Looked at guidelines, story ideas (and What if?), form ideas and techniques. 
5/25:  Feature Articles collected.  Short Story Unit assigned.  Generated a list of story elements and wrote a story form a postcard.
5/23:  Read "Homestead Park" and "Stop all the clocks."  Generated a list of poem ideas, form ideas and techniques and write a poem.
5/22:  Shared the FA's in proofreading groups. 

Week of 5/15

5/19:  Read "The Believers" and talked about the FA in the shape of an exploratory essay.  Workshopped ML's Feature article.
5/18:  Read "Life is Short, Run Naked," & "Extreme Measures."  Looked at ways to round out a thin interview into a full feature article.  Workshopped AP's FA.
5/17:  Workshopped HA & BH's imaginary feature articles.
5/16:  Wrote descriptions for our FAs and looked at the Nonfiction Article Rubric and "Punctuation and Dialogue: The Inside Story."  Shared feature article drafts in groups of two or three.

Week of 5/8

5/12:  Looked at pieces of an interview transcribed and the final feature article, "No Heroes."  Read "Axed by Fax," and "Crime and Punishment."  Looked at style and how much of the writer appears in each article and why.  Looked at ways to say the names are changed.
5/11:  Sample interview of MD.  (Remember to have a brainstorm of questions and a tape recorder.  The interview should be like a conversation except the interviewee does 80-85% of the talking.)  Read "Taking One Day at a Time." and looked at techniques and research that anticipates reader's questions.  Reviewed "Spring Comes to Hogeye," and looked at NY Times style.
5/10:  Shared sensory description poems.  Read "Is Graffiti Art?" and part of "Spring Comes to Hogeye,"  Looked at mixing multiple sources and alternative shapes.
5/9:  Played with the line order of "Root Cellar."  Read "Venice Beach Sonata" & "Four Minute Hell."  Wrote a poem describing a place in rich sensory detail.
5/8:  Poems returned.  Read ""The Running Artist," and "'Life as a Blockhead."  Looked at for FA ideas, form ideas and techniques as well as the mix of quotes context, description and research.  Made a list of 10 questions.

Week of 5/1

5/5:  Read "Neither New Nor Improved,"  "What's 50, Curvy and Full of Air?" and "Doris from Rego Park."  Looked at tone and quote/summary ratio.  Also looked for article ideas, form ideas and techniques.
5/3:  Feature Article assigned.  Read "Silk Chute Wedding," and "Fifteen,"   Looked at questions, looked at mix of interviewee and author's words, and began to generate questions.
5/2:  Revised poems in groups of four.
5/1:  Workshopped ML's poem using the Bosselaar Cards.

Week of 4/24

4/28:  Read and wrote curse poems and instruction poems.
4/27:  Looked at Tom Lux's ideas about the music of poetry.  Read "What? I said..."  "Fruitless in Florida." and "It's algebra."  Wrote poems that made "sound" sense without necessarily making idea sense.
4/26:  Wrote circular, incremental and dialectical poems.
4/24:  Read circular, incremental and dialectical poems.



Third Quarter Class Activities

Week of 4/10

4/13:  Read and wrote Found Poems.
4/12:  Read and wrote poems in forms that use repetition: rondelets, villanelles and pantoons.
4/11:  Looked at the Anglo-Saxon and Latinate roots of English.  Mixed favorite words from each tap.  Read and wrote favorite word poems.
4/10:  Looked at different position paper forms, types of introductions and the purpose of the introduction and conclusion.  Shared position papers in proofreading groups of four. 

Week of 4/3

4/7:  Typed up self-evaluations in the computer room.
4/5:   Used looping exercises to explore our issues.  Looked at connecting the personal to larger issues in our papers.
4/4:  Workshopped HK's position paper with a concentration on providing support, clarifying the position and anticipating counter arguments.
4/3:
"MoonJune" papers returned.  Read "Three Years Gone" and met in pairs to generate a list of suggestions for improving the essay.  Read "Gone but not Forgotten" and "Decarcerate?"

Week of 3/27

3/31:  Read "Don't Fear the Digital," "Divorce is the Solution," & The Tournament has Become March Monopoly Madness."  Made a list of the characteristics of a good position paper.
3/30: 
Wrote position papers that respond to or are inspired by "No More MoonJune" and divorce packet.
3/29:  Read "No More MoonJune," "Wedding Wisdom and Passion," "Time to Rearrange the Marriage" and the Divorce Reform packet and prepared to write position paper that respond or are inspired by one or more of the arguments.
3/27:  Read "Bosnia Tune," "The Colonel," and "Belly Button Patrol."  Wrote position paper poems.

Week of 3/20

3/24:  Read "Stressed for Success," "The Blueberry Story," and "The Inevitability of File Sharing."   Looked at audience,  position paper techniques and how a story can illustrate a position.  Wrote a position statement, listed stories or illustrations of support and clarified the audience.
3/23:  Looked at different types of metaphor.  Read "Rite of Passage," and "Thesaurus."  Wrote poems or descriptions using different types of metaphor.
3/22:  Read "Sis! Boom! Bah! Humbug!" & "Living Together" and looked at tone and voice.  Read "I Am Not a Camera" and began a change-of-perspective position paper.
3/21:  Read "The Uniform" I & II, and "Could we put some more clothes?" Looked at mix of research and analysis, looked at use of humor and sarcasm, and looked for essay ideas, form ideas and techniques.   Looked at our lists of 10 ideas for position papers.
3/20:  Position paper assigned.  Read "What Can a Flawed Test Tell Us, Anyway?" "Jay Gatsby, Dreamer, Criminal, Jazz Age Rogue, Is a Man for Our Times" & "The Road to Creaseless Glory." Looked at mix of research and analysis, and looked for essay ideas, form ideas and techniques.  Brainstormed a list of position paper topics; eliminated the overdone topics.

Week of 3/13

3/15:  Shared personal essays in proofreading groups. 
3/14:  Workshopped Jenna's and Amanda's personal essays.
3/13:  Revised personal essays using linear revision strategies.  Moved from big to small looking at beginning/middle/end, paragraphs, sentences and word choice.

Week of 3/6

3/10:  Read and wrote one-sentence poems.  Looked at varying line/sentence length, the syntax of long sentences and techniques for writing complex sentences.
3/6:  Looked at a "bad" and a "good" conference.  Shared the personal essay draft with a partner.

Week of 2/27

3/3:  Looked at linear and lateral revision.  Tried the following lateral revision activities:  self-conference, write a moment or dialogue, change the form and/or audience.
3/1:  Read "Van Pinn," "Spell 'World' Backwards," "Living Like Weasels" and "The Ruin of Me."  Looked at titles, voice/POV, essay ideas, the mix of story and reflection.
2/28:  Looked at Nicholson Baker Descriptions.  Read rituals and wrote our own.

Week of 2/13

2/17:  Journals returned.  Read and wrote litanies.
2/16:  Shared the most important lines from "That Crucial First Draft." Read "Focusing on Friends" and looked for reusable ideas, form ideas or techniques.
2/15:  Reviewed goals.   Read "A New Perspective," and wrote about something we now see from a different perspective.
2/14:  Writing samples returned.  Read "Life Abroad & At Home," and looked for essay ideas, form ideas or techniques not to use.

Week of 2/6

2/10:   Read "The Crane," "A Lesser Form of Immortality?"" and "the greatest challenge faced."  Looked for reusable ideas, form ideas or techniques.  Also looked at how the essay portrays the writer in a college essay.
2/8:   Read "Chasing the Night" and looked for reusable ideas, form ideas or techniques.  Began a draft using these ideas.
2/7:  Handed in writing samples.  Personal essay assigned.  Read  "My Physics Teacher" and "This is just to say."  Looked at poem ideas, form ideas and techniques.  Wrote a poem using one or more of those ideas and techniques.
2/6:  Worked on the writing sample.

Week of 1/31

2/2:  Read "The Philosopher" and looked at qualities of a personal essay.  Shared lists and chose a topic.  Looked at personal essay shapes and purpose/audience/form/voice.
2/1:  Looked at the qualities of good writing, the JBHS Writing Rubric and Writing Process. 
1/31: Looked at an overview of the course, journals and goals.