1B/1A
Students worked on blocking, or stage movement, today. All groups will present their scenes the first day of class next week. Interested in what the rubric looks like? Here it is: Performance Rubric 2013.
HW: Rehearse your lines and blocking. You can memorize your lines for 5 points of extra credit!
2AB
1. Notes on Informational Writing Students received W14: Rules for Informational Writing. We took notes on #1 -4. Students practiced recognizing neutral and real-world writing by sorting these cards: NPOV and RWP practice sorting. When it comes to neutrality, I’ve noticed many students try to “sell” the book in their plot summaries by making it sound extra interesting, as if they’re writing jacket copy (the summary on the flap of a book cover written to help sell it). To remind students not to write in this tone, I did several dramatic jacket copy readings.
2. Midway discussions/reflection. Students finished reading halfway through their novels. They completed this activity on Tuesday: First reading discussions group and individual.
HW: Finish reading 3/4 of your novel by Friday.
4B/4A
1. Notes on Informational Writing Students received W14: Rules for Informational Writing. We took notes on #1 -4. Students practiced recognizing neutral and real-world writing by sorting these cards: NPOV and RWP practice sorting. When it comes to neutrality, I’ve noticed many students try to “sell” the book in their plot summaries by making it sound extra interesting, as if they’re writing jacket copy (the summary on the flap of a book cover written to help sell it). To remind students not to write in this tone, I did several dramatic jacket copy readings.
2. Midway discussions/reflection. Students finished reading halfway through their novels. They completed this activity on Tuesday: First reading discussions group and individual.
ALEXA GARVOILLE 