Tuesday, May 19 - Friday, May 22
Friday
I was away today. Here are the notes I left for Mr. Allen:
Thursday
Today, at last, was the day to write the paragraphs about the Crozier poem. After silent reading was over, however, and I got the question on the board and the criteria handed out, the NetBooks were not charged up! So we did a poetry slam activity instead where teams looked at an image and came up with creative examples of alliteration, or metaphors to describe the image.
Wednesday
During silent reading I went around the room and had a look at the annotations you had made on the copies of the poem from yesterday. I was a bit taken aback at the level of insight and the thoughtfulness of the comments being made! When I selected the poem for the class I was afraid it might be too difficult. The things that were commented on around the room certainly improved my understanding of the poem! The graphic novel versions of the poem are equally impressive. Well done!
Tuesday
I was away for the afternoon. My notes to the TOC are below:
I was away today. Here are the notes I left for Mr. Allen:
Silent reading for first 10-15 minutes
Students have been working with the poem “Later They’ll Say
She Got Lost in the Blizzard” by Lorna Crozier. They have annotated the poem
and drawn out their interpretation of it. Today they must write a paragraph in
which they discuss the importance of imagery (using imagery to mean vivid
images) in the poem. By the end of the class, they must submit: their
annotation of the poem, the graphic-novel version of the poem and their
paragraph (typed, double-spaced). I have given them the 6 point scoring guide
from the grade 12 provincial and told them that I will use it to assess their
paragraphs.
Thursday
Today, at last, was the day to write the paragraphs about the Crozier poem. After silent reading was over, however, and I got the question on the board and the criteria handed out, the NetBooks were not charged up! So we did a poetry slam activity instead where teams looked at an image and came up with creative examples of alliteration, or metaphors to describe the image.
Wednesday
During silent reading I went around the room and had a look at the annotations you had made on the copies of the poem from yesterday. I was a bit taken aback at the level of insight and the thoughtfulness of the comments being made! When I selected the poem for the class I was afraid it might be too difficult. The things that were commented on around the room certainly improved my understanding of the poem! The graphic novel versions of the poem are equally impressive. Well done!
Tuesday
I was away for the afternoon. My notes to the TOC are below:
1.
Silent reading for first 10-15
minutes
2.
Poem analysis: Lorna Crozier’s
poem “Later They’ll Say She Got Lost in the Blizzard”
3.
Please do not go through the
poem as a class. Students may discuss ideas together to figure out the poem.
4.
Using the close reading handout
that all students have, they should go through each section and write all over
their copy of the poem identifying: diction, figurative language, sound
devices, setting, symbols, form, and finally ideas and theme. This counts for
part of their grade on the assignment. The criteria for this will be the same
as the criteria for the annotation of the article we did recently: make
insightful notes all over poem; reword/react to poem; clarify poem; define words, ask questions,
note poetic techniques (figurative
language, sound devices, etc)
5.
On 11x17 paper, students should
turn the poem into a graphic novel-like representation. I am leaving copies of
Macbeth done graphic novel style as an example. Their poem version should have
at least 9 cells.
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