On Monday, we shared aloud the poems that had been written a couple weeks ago relating to repeated motifs in Fahrenheit 451. These poems were shared anonymously, and each class read and judged a different class’s poems in order to make the judging fair. (Students were allowed/encouraged to share their own poetry aloud at the end of class, in order to get feedback from other students and from me.)
The winners for each class, as chosen (anonymously) by their peers, are as follows:
Period 1 – Reagan C.
Period 2 – Landon D.
Period 3 – Ethan L.
Period 4 – Joely T.
Period 6 – Avalon J.
Period 7 – Collisha R.
On Tuesday, we read and discussed the poem “The Road Not Taken,” by Robert Frost. We started with a 5-minute QuickWrite, where students kept their pens moving for five minutes as they wrote about a decision they made that they wish they had made differently. We then studied the poem by following the process that I teach: (1) Reading for enjoyment the 1st time, (2) Reading to think the 2nd time, (3) Reading to analyze the 3rd time, and (4) Reading to evaluate the 4th time. At the end of class, there were given an opportunity to write a poem based on their QuickWrite from earlier in class, for extra credit. (Please Note: Extra credit opportunities, when given, are part of my Grade Recovery Plan. There are no miracle makeups at the end of the 9 weeks marking period; students should take advantage of these opportunities when they come.)
On Wednesday, we read and discussed the poem “A Voice,” by Pat Mora. We repeated the process we learned Tuesday: QuickWriting, multiple readings, and a writing opportunity for extra credit. (Please Note: Extra credit opportunities, when given, are part of my Grade Recovery Plan. There are no miracle makeups at the end of the 9 weeks marking period; students should take advantage of these opportunities when they come.)
On Thursday, we learned a mnemonic called SOAPSTONED, using our study of “The Road Not Taken” And “A Voice” to discuss how to analyze the Speaker, Occasion, Audience, Purpose, Subject, Tone, and Devices of various poems. After doing this, I (perhaps somewhat selfishly) shared some of my own poetry out loud and asked the classes to use SOAPSTONED to provide feedback about the writing.
Students were also given homework on Monday, the 10th. This assignment can be accessed on my Fahrenheit 451 page. Essentially, I provided them links to some of my favorite stories by Ray Bradbury and asked him to read one and create a Literary Terms Template to analyze the story’s plot and structure. This is due Tuesday, February 18, at the beginning of class – no late papers, no excuses.