We did a worksheet on colons and wrote sample sentences. The instructor showed a .ppt illustrating the different uses of this punctuation mark.
The instructor returned the poetry rough drafts. She recommended that students:
a) use the poetry databases and not sources like Merriam-Webster. She said more specialized dictionaries and encyclopedias were available and that is what students should use.
b) Students should use livelier material for the biography of the poet. She recommended finding a biography for their poet. The suggestion was to wait on this until after the poetry explication was completed.
c) Students should immediately make corrections for the paper that was returned today.
We went to the lab and downloaded the poetry explication into a Word document and then examined "We Real Cool" by Gwendolyn Brooks. We also listened to Brooks read the poem and learned that it had an unusual cadence. We used the explication to gain further insights into the poem. Students turned in their explication and will receive class participation points based on how many questions they finished. The explications will be returned at the next class.
Students turned in Pt 1.
We went to the library and the instructor showed students a 100+ volume set of poetry and criticism that is not on the databases.
For Next Week:
Turn in Pt. 2 of research paper. You will receive Pt. 1 back
In Pt. 2, use at least one colon per the .ppt
Explicate your poem, as we did in class. Bring a copy of your explication with your answers in differentiated type.
Do corrections on the poetry pages that were returned, but do not fill it out with "life examples" from the poet.
Poetry exam next week over the poetry chapter.
Summary and paraphrase worksheet. Complete this along with the Summary and Paraphrase worksheet which goes with reading from Lester, Ch. 10, "Blending Reference Material."
