Friday, October 27, 2017

Toning

All classes received the 5 1/2 week assignment for the Lucy Grealy books, in which you will read the two memoirs (in any order) and complete a log for all chapters (and the prologue). Remember, this log will be evaluated on completion of the tasks for each chapter and for the upper-level analysis, strategies, and work that you put into the log. The greater effort on this assignment will behoove you when discussion, essays, activities, and finals come into play. As noted in all the classes, the decision to not complete this assignment will impact your grade - severely impact your grade - for the quarter and, as a result, the semester average. You should not procrastinate this assignment either as it involves two texts and significant analysis. Make sure to check out your first book sooner rather than later.

1: We spent the entire time on Keats - ah, Keats. In groups, you were assigned a letter to over-analyze and present to the class for types of diction and purposes. As a reminder, this is not a summation activity. This is identifying a type of diction and providing specific evidence to explain it, identifying another type of diction and giving more evidence, and so on and so forth. Two adjectives are not enough!

3 & 7: We played with tone today! And to play with tone, we focused on creativity through interpretive readings of statements with lachrymose, bilious, surprised, apathetic, and exuberant. To wrap up class, you created conversations with different tone words, which we will perform on Tuesday. For homework, look over you "big kid" tone list and star, circle, indicate in some fashion words you like.

4: Same as third hour, but we actually made it to the performance and identification of our tone dialogues.

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