Week 04: Achieve3000 and CAD

Monday: Achieve3000 Level Set Test

Today we launch the Achieve3000 pilot!  We start by taking the level set test in the library computer lab, and then I asked for your vote: you chose to stay in the lab and work on the tasks.

HW: You should have finished 2 activities in class time today after the level set.  If you did not, please finish this.

Wednesday: CAD “Girl and Tree”

Today’s discussion included a consideration of personal bias and how these biases may influence how we read text.

I asked you to do a SQUID with this poem, and I modeled what it should be like with this line, “breathed and gasped and filled with air”, from the third stanza.  You are to write your SQUID on A4 paper!

HW: Finish your SQUID to turn in Thursday during Encore.

HW: Prepare to manage “Anne Hathaway” in Encore by reading and annotating the poem.  

Thursday: Encore

Today we looked at “Anne Hathaway” in terms of how it uses the Shakespearean sonnet form, the role of title in shaping our understanding of the text, and how the registers of literary terms and visual imagery contribute to the poem.  The conversation also addressed the role of parallel structure (three different types) found in the poem and how the use of metaphor within the parallel structure reflects the idea of tangible vs. intangible in the poem.

Friday: CAD “Anne Hathaway” and Start Poetry Groups

We started by finishing the discussion on “Anne Hathaway”.  Please refer to your notes for this discussion.

Then I spoke about how to start thinking about the IOC with this poem as an example.  I specifically addressed the idea of “SIGNPOSTING” with oral commentary.  It is important to use a strong internal structure for the IOC so that the listener/evaluator is able to follow your ideas and reasoning. I believe Paris took a recording of this and you can ask her for a copy if you need to hear this information again.

Then, table groups were assigned a poem to teach to the class next week.  Please note that you are not TELLING the class what to think, but are GUIDING the class in the discovery of the poem and it’s meaning.  This activity is also so that I can see how you, as groups, are able to determine the MOST VALUABLE information and topics to explore with the class– I know you can’t do EVERYTHING, but you should focus on those things that are most central to the creation of meaning in the given poem.

HW: Continue to work with your table group to prepare for next Friday.

HW: Work on your ACHIEVE3000 and NOREDINK assignments. 

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