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Thursday, September 17

September 17, 2015

Violence: Reviewed the Wordsworth poem “Nutting.” I gave out the Ted Hughes poem “Pike” and want you to respond for homework Tuesday by classifying the violence on our continuum. (Remember: MLA heading on all assignments!)

Radio: Today you handed in Project 1. If you didn’t give me your paper, do it. The sooner the better (in terms of what your resulting grade will be). The projects themselves were better than expected, but remember… that’s not really what I was interested in this for this project.

We segued into talking about the differences between storytelling in writing, film/video, and sound. This is a conversation that we may continue.

For Tuesday, don’t forget to do an hour of listening (paying special attention to the way people speak, particularly when reading off of a script), and read the chapter about reading on the air. There might be a quiz – if I’m feeling skeptical. And the odds of that happening are pretty good, considering the way things have been going. Hint. Hint.

Siren: Worked on Sept. stuff/went over your lead-writing exercise from last week. Remember: prioritize information! The “when” is almost never the most important element, so it shouldn’t come first; the most important thing (whether it be a person or an event) should.

Style: Today we discussed Rakoff’s essays. Very disappointed in the follow-through for this assignment (regarding the listening portion). Nevertheless, the notes we did come up with were pretty good. Here’s the board:


Your are expected to write a piece of your own for Tuesday, as always. I suggest taking some of the elements that are not directly related to the voice (vocab, tone) and instead focus on structure and intent (especially if you choose to write CNF, which you really ought to).

Next week’s style is going to get a little weird.

Middle School:

Survey: Poetry: We spent some time going over image clusters — sets of related images, which help give cohesion and consistency to a poem. We used the poem “On A Maine Beach,” by Robley Wilson, from Chapter 2 in your textbook, as an example.

There will be a quiz Tuesday on what we’ve covered from chapters 1, 3 and 4:

The five essential elements of poetry/five don’ts/image/abstraction/tenor/vehicle/figurative language/simile, metaphor and symbol/hyperbole/mixed metaphor/synecdoche/image cluster

Then I gave out this haiku handout — Survey Poetry Haiku introduction September 2015 — which you should read before Friday.


Survey: Fiction: Today we continued to talk about “concrete, significant details” and why/how you should be thinking about and using them. I checked Prompt 3 and then you picked three details from it to explain further (why they are included in your piece and what they mean or suggest in the context of the story).

In class we worked out a few detail “chains” – on the board, we went from creature –> various grizzly bear descriptions (ie, “Harold the Grizzly” or “a grizzly bear holding a salmon”) and talked about the different connotations each level and description had. We then did the same thing on notecards with varying degrees of success. 🙂

NOBODY HAD THEIR PERMISSION SLIPS. These need to be handed in so that you can get a book! We’ll see who and how many of you bring them in tomorrow. The reading assignment for Tuesday will be John Steinbeck’s The Chrysanthemums on page 704.

At the end of class, you handed in your notebooks.

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