09/09/09

There will be times when I deliberately structure our class time differently in each periods and perhaps even have different homework; other times it just happens.  Today was essentially the result of my inability to remember what Wednesday actually feels like--and then I made a hasty decision that I immediately regretted.  SO pay attention to your own class in the discussion below.  (This would be a good time to mention that everyone should have a "phone buddy" or two in your own section, because if you are ever away from your computer all evening or have connection issues--as opposed to a generalized outage which will affect many--you need to have someone to contact.)

In all classes, we got going on the Reader Response Journal (with some tedious formatting comments today) and on our first short story, which is John Steinbeck's "The Chyrsanthemums."  Although the story is in your book, if you were absent today and need to catch up on the work, you'll need to print out the first couple of pages.  Use this link, please: http://amb.cult.bg/american/4/steinbeck/chrysanthemums.htm

Here are the basics for formatting your Reader Response Journal. 

• All new works will begin with your name, class period, and beginning date in the upper right hand corner of your paper.
• Today's beginning was numbered 1, also in the upper right hand corner.  All successive pages for the entire semester will be numbered consecutively (even when you start a new work/new unit).  You may use the back or not, depending on how legible the page is, but each SIDE of writing will have a page number.
• Use a running header for any page that doesn't have a complete heading:  Jones 4
• As is the class rule, all work is to be done in ink. (Actually, occasional pieces may be typed--the point is, NO PENCIL.)

Today's Process and Content, again for all classes:

1) On your story hand-out, annotate the first three paragraphs for color, texture, and over-arching metaphor.
( 5 min.)
2) In the RRJ (12 min.)

• Make a 2-column "color scheme" chart, using exact words/phrases from the text.
• Respond to the following question in a paragraph:  How do color, texture, and the metaphor set up your expectations for tone?

3) Then, if you were in class today, you drew a line across the page under the paragraph, and then
4) Discussed Question 2 in small groups, and finally,
5) Wrote down a new (or more precise) insight you received from your small group. 

Obviously if you were not in class, you can do only 1 and 2.  In your journal, make a note that you were gone.  ("Gone" might be different from "absent"--ask if that's not self-evident.)

Now, here's where the classes diverged.

1st period--We had time for some feedback from various groups concerning the questions raised above. I did not collect the RRJ's.  I asked you to proceed through the initial description of Elisa and to write a paragraph responding to her appearance (paragraph 5).  Yes, do this. 

2nd period--We had time for a bit of group feedback, but didn't get too far.  I DID collect the RRJ's.
3rd--No time for feedback.  I collected the RRJ's.
So for 2nd and 3rd, nothing further on the story tonight.
 
EVERYONE should ready for the first Atonement assessment on Friday.