EAR

1: After starting vocab unit 16, you worked with your partner on the analysis of "The Children's Hour," composing a paragraph analyzing tone pattern (s). As noted, including the author, title, and evidence from the text all help your analysis. In our last moments, we read "Richard Cory" and "Miniver Cheevy," two poems by Edwin Arlington Robinson. Alas, the bell announced itself on the last stanza, so we will resume there tomorrow.

3: Following our vocab time, you returned to "The Children's Hour" tone map and composed a paragraph analyzing tone pattern (s). As we gathered on the floor to check out your sample tone maps, we identified a few items that will take you map and analysis to the next level: a title for the map side, the author and title included in the first sentence of the analysis, evidence from the text throughout your analysis, and the purpose always identified.

Upon returning to our desks, we read EAR's "Richard Cory" and "Miniver Cheevy," two poems based around a character. For homework, you were assigned one of these poems and you are to complete a tone map and its requisite analysis in a paragraph on the back side of the construction paper. You will be using these in partner work tomorrow, so make sure you complete your assigned task.

Team Close Read on Thursday! On the hunt for another great passage -- Hospital Sketches was such a keeper!

7: After finishing up vocabulary and reviewing the words, we jumped into our solo tone maps reflecting "Richard Cory" and "Miniver Cheevy." Partners (and some groups of three) shared their maps and analysis and then compared and contrasted EAR's poems. For homework, you are reading "To a Skylark" by Shelley and "Ode to a Nightingale" by Keats for content -- of course, you are welcome to start analyzing tone, diction, devices, and anything else of note in the poems since you will be analyzing this work individually and in small group situations. These texts will be at the center of the next writing prompt.