Tuesday 12/22

Check out the final Flocab products here https://www.youtube.com/playlist?list=PLKnnKmkfseJHaRBnlJNPISvh5CuTAjTBE

Great job!

Friday 12/18

Today is a clean-up finish up day.
Students will turn in final draft of song
Practice their song
Record when it is their turn
Complete iMovie
Upload iMovie to YouTube--unlisted please
Share address of video with me-acarlisto@lakeplacidcsd.net


Directions for recording

You will need to record in GarageBand, send to iTunes then drag iTunes to iMovie then send iMovie to YouTube then share with me.

No homework unless you need to record--then practice!

Thursday 12/17

Check here to see if your song link is here--if not, you need to email me!. If yours is wrong-let me know

Wednesday 12/16/15

Here is a website that has many choices for beats--feel free to download any one of them to use for yours.

Also here are the original 20 possibilities

NO READING LOGS this week :) If you missed a log along the way this quarter-- I will take this week's log as a make-up.

HW: Have your 5 pics, a chosen beat (email it to me acarlisto@lakeplacidcsd.net) and your final draft with you in class tomorrow.

Tuesday 12/15

Today our focus is on using imagery within your poems.

NO READING LOGS this week :) If you missed a log along the way this quarter-- I will take this week's log as a make up.

HW: Final product due tomorrow see below or your packets for rules.  Bring EARBUDS tomorrow--spread the word!

Rules for typing Flocab Lyrics

Size 12 font

• Capitalization, punctuation and grammar all count so PROOFREAD
• Separate into stanzas (there should be some rhyme and reason to your separation—usually a change in ideas is the place for beginning a new stanza)
• Remember 28—40 lines (and a chorus!)

• All historical terms/ideas must be underlined
• All vocabulary words must be emboldened to receive credit
• All poetic devices must be highlighted-use diff colors and create a legend
• MLA format must be followed for any resources consulted for the project (with the exception of the text book)
• CATCHY TITLE FOR SONG—centered above lyrics
• Names on top of paper
• Share in a google doc to acarlisto@lakeplacidcsd.net
• print hard copy

Monday 12/14

Today we will work on honing the rough draft you walked in with.
We will show you a quick clip on Yoda to get you to think about ways to vary your sentence structure to make your poems flow better.
Highlight the following:
1. Vocab or potential vocab
2. History or potential
3. Poetic devices

Then we will give you time to work toward the final draft.

HW: "final draft" due in hand tomorrow--what this means--your product should look like a song with vocabulary words and history. You will have time in class tomorrow to work on finessing it still.
 

Struggling with how to write a song? Check out this link that helps you understand the anatomy of a song

Thursday 12/10

Today students will spend time sharing what they learned last night and filling in the Big historical box on the handout from today (7th page on the assignment packet).  If necessary, studnets will find an additional resource.

We will then consider the different perspectives from which to tell the story in order to ensure we make the best choice for the speaker of the poem. This handout will help with that process. Here is an example of that work.

We will then move into a discussion of organization of your songs and talk about good/bad ideas.

Students must then work at outlining their poems through a storyboard. this storyboard will be due tomorrow.

Wednesday Dec 9--FLOCAB TIME

Welcome back to Clarklisto

Today we will begin Flocab.

we will start by showing a clip Hamilton in order to emphasize the fact that to do this project well, you have to read and you have to plan carefully what you do.

We will then spend time going over the ASSIGNMENT AND POSSIBLE THEMES.

We will show a few examples of final products and field questions you have regarding our expectations.

You will fill out the partner form and will choose a partner with whom you can work well.

You will then get to work reading the text and finding an article about the topic you and your partner have chosen.

HW Read, underline and annotate article (each paragraph needs at least 1 annotation)

You may count the reading of the article as log time toward your 150 minutes due on Monday.
Here is the link to find an article about your topic.
http://www.history.com/

If you already have an article from class from this website, please search for another article about the topic on a different website--pay attention to the source though--it should be a reputable site.

Tuesday 12/8

Today we finished going over the slideshow and then looked at the songs and discovered the purpose of a chorus/refrain and ideas about the ways to organize a song.

HW: Read/log/post it and be ready to block tomorrow.

Monday 12/7

Today we will work with sounds in poetry.  Here is the slideshow we will look at first, then you will look through your own poem to identify any of these sound devices within those. Tomorrow we will work with your songs.

I collected logs and we started new ones for the week of 12/7-12/14.

HW: Print the lyrics to your chosen song from last week and read/log/post it

Friday

I checked you annotations while you read for 10 minutes.  I noticed many people went through the motions but didn't really dig in and do the hard work they needed to for the second read so we spent time in class doing that.  I asked students to remember how we listed the word associations we had with house, horse and hound from "Questions" yesterday.  We discussed the fact that these words were important to the understanding of the poem and that we knew their definitions but the word associations lead us to a deeper understanding of the poem.
Then students were instructed to highlight metaphors and similes from their poems in 2 different colors and keep a legend (for example metaphors are yellow, similes are blue).  Then students circled in pencil the words they felt were significant to the understanding of their poems and then began word associating on the page.  the last 5 minutes were spent working with a partner.

HW: Read/Log/Post it Logs collected Monday be sure to tally minutes and pages
and continue "digging in" to those circled words.

Thursday 12/3

Today in class you read for 15 minutes. You then took out your blue sheets with the literary devices defined.  We finished the hard work of articulating why/how similes and metaphors are different. It is so much more than taking away the like or as--it boils down to the fact that a metaphor is stronger because all the qualities of one object are transferred to the other object of the comparison--remember our discussion of Juliet is like the sun versus Juliet is the sun.

We then read Question by May Swenson. The first read through we just tried to get a sense of what the poem was about and the rhythm of the poem. The second time through we started to identify possible metaphors, words that needed to be defined, associations we had with words, lines we struggled with etc... We then read a third time with different eyes and new meanings started to appear everywhere!

HW: Go to Monday's post and find a poem from your class' anthology and print it out (just the poem you have chosen not the whole anthology) or open your reader's notebook to take notes in your reflection section (if this is your option, include title and author of the work).
Now perform 2 reads of the poem. I will know this work is done because I will see all sorts of thoughts written on the paper about what words/lines might mean. Also you should mark any and all metaphors and similes you see.
Also read/log/post it-logs due Monday

12/2

Today I checked your responses from yesterday that should have been in your Readers notebook.  I graded this so if you were out, please take a look at yesterday's post and be sure to hand this assignment in to me.  I also encouraged students to check powerschool as grades are pretty current and the windo is shutting for old assignments to be turned in.
In class we discussed the assignment and the necessity to read titles, and to unpack our responses. We then did a brain dump and discussed literary devices we could remember.  I handed out the worksheet with the 12 we will focus on and we began by discussing the best known 2--simile and metaphor.
HW: read/log/post it--logs collected Monday.

12/1

Today we read for 15 minutes, kept post its and logged that time.
While computers were booting up, we found the reflections section of our Reader's notebooks and began by putting today's date on the page and finishing the sentence stem "the most difficult part of yesterday's activities was...."
We then told what criteria we based our selection on yesterday. In other words, why did you choose the poems you did? How did you select one over  the other?
Next we found our poems on the poetry anthology for each class (see yesterday's post for the link) (hint use ctrl F on pc or command F on a mac to search for your poem's title). We wrote a new part of hte entry that identified the poems we chose by writing the following:
I chose "     " by          and "        "  by       .

Next we were instructed to identify the line/word or image that we liked best from each of our two poems.  We first had to read each poem 2 times then we needed to start the response with the following:
In "         " by       I liked the line/word/stanza, "                   ".  Here is why......

DO this for BOTH poems.

HW: finish in class writing if you did not do so in class or if you forgot your readers notebook, transfer what you did in class to that.  Reading logs will be collected on Monday.