Composition Notebook Entries, IB II

(End of Third Quarter and all of Fourth Quarter)

33. 4/15: Question for KV. Write a question you would ask Kurt Vonnegut if he came to our class as a guest speaker. It can be about Slaughterhouse-Five or writing in general. 

32. 4/14: Goal. Goals should be achievable, challenging, measurable, not overly dependent on the actions of others. Write about one goal you would like to achieve by May 16. Note: it can not be "decide on a college" or "graduate." 

31. 4/1: A Room With a View by E.M. Forster, ending. Overall, did you like and/or dislike this book and why? Write about a page please. 

30. 3/21: A Room With a View by E.M. Forster. Write 4 questions about the novel. One can be a literal question, but the other 3 should be thought-provoking critical questions. See yellow sheet 5 and 6 for ideas. 

29. 3/21: Room. Making up this assignment will also ensure that you have Composition Notebook #29 taken care of. Please do the following in your Composition Notebook: #29, 3/21/14, A Room  With A View to page 55: Ask and answer 3 questions about the novel. They can be plot based or critical questions. No "yes" or "no" questions, please. SHOW ME THE ENTRY since it will be credit for assignment #19. Thanks, N.

28. 3/19: Creative Writing Workshop. Today's workshop was a specific activity to encourage original writing and to reinforce some basic terms needed for the IB test 1. See Ms. Nott for the handout and instructions. 

(Composition Notebooks graded week of 3/10, #15 to #27, grade of 15 points on 3rd Quarter) 

(Third Quarter) 

27. 2/20: Creative Writing workshop. Today's workshop involved fortune cookies. You can either write a paragraph or poem on whatever is on your mind OR you can get a cookie and the instructions from me. 

26. 2/14: Creative Writing workshop. I had the students make a series of lists. In place of the workshop we did--which requires my explanation and class participation--please write a poem or paragraph about someone or something you love. You get to define the work "love" in order to decide what to write about, but try not to use the word. Consider describing specific actions or behaviors that enable you to love the thing, animal or person. 

25. 2/11: Ethan Frome. Did you like and/or dislike the novel? Explain. AND, in paragraph form, write an answer to one question on yellow sheet #6. These can be brief. 

24. 2/5: Levels of Comprehension in Literature. I gave some notes on this concept. There are three key points; please copy from someone in class. These are brief but important. 

23. 2/3: Fiction. Do you like to read fiction? Why or why not? What, if any, value does fiction have to the reader? To society? 


(Second Quarter) 

22. 11/20 and on: Hamlet notes.

21. 11/20: Shakespeare
What plays by Shakespeare have you read? Have  you read any of his poetry that you remember? Do you enjoy reading Shakespeare? Why or why not? If you are writing this entry after we finished reading Hamlet, what did you think of it? 

20. 11/12: The Spice of Life
(In class, we did a brainstorming and discussion activity; the make up CN #20 is slightly different.) 
Respond, in a one paragraph essay, to your highlighted passage in G.K. Chesterton's essay, "The Spice of Life." 

19: 11/1: Race
Respond to one or more of the following questions: 
How important is race in your life?

Does race affect your everyday life?

Are race-related issues over-taught in our educational system?

Over emphasized in our society?

Or, do we need to have even more education and discussion

around race-related issues?

Does race even exist?

Or is this a false term that needs to be abandoned?

Has race ever been important to you? Important in our society?

18. 10/30: Meter
If you were absent, read chapter 12 in Sound and Sense (begins on page 202). Copy the following line of poetry into your CN and scan the lines: Whose woods these are I think I know / His house is in the village thought. Write your full name and scan it. 

17. 10/25: Chesterton, "On Lying in Bed"
Copy a possible thesis from the essay. (See document below for some examples.) Respond to the thesis: agree? disagree? relevant to today? your life? 

16. 10/24: Pockets (or snow)
What does what you carry say about you? Look in your backpack, purse or pockets and write a commentary on a few of the things you carry. 

15. 10/21: Chesterton
Using at least 2 passages from one or two of the first two Chesterton Essays (" A Piece of Chalk" and "What I Found in My Pocket"), write a paragraph offering a precise opinion and specific support. 

(Composition Notebooks, Graded on 10/20, #1 to #14, Grade of 15 points on 1st Quarter)

1. 9/6: Swift

What is the stated thesis of "A Modest Proposal"?
What might be one or more implied theses of this essay?
Did you like/dislike the essay?

2. 9/10: "Let Them Eat Dog" by Jonathan Safron Foer and "A Modest Proposal for Improving a Dull Game" by P.J. O'Rourke

Discuss the thesis of each essay.

3. 9/17: Advice

We talked about giving, receiving and the value--or lack thereof--of advice. Write for 2 minutes on the topic

4. 9/18: Twain

Write about Mark Twain's "Advice to Youth." What is his thesis? How does he achieve the satirical voice? Did you like/dislike this essay? How does it compare to the other 3 satires we have read? Write for 4 minutes.

5. 9/20: Poetry    

Be honest here: Do you like and/or dislike poetry? Why? Write for 2 minutes. 

6. 9/23: Sound and Sense, Chap 1 and 2

A. Read "Forward to Students," Chapter 1 and Chapter 2. In you CN, copy 2 phrases/sentences/concepts that you agree and/or disagree with. Tell why in abut 3 to 5 sentences. (You are asked for 2 TOTAL, not 2 in each chapter.)

B. Select one of the supplemental poems at the end of either chapter 1 or chapter 2. Paraphrase the poem; write the paraphrase in your CN as part of entry #6. Be prepared to present the poem to your small group. 

7. 9/25: Sound and Sense, Chap 3 
  • Read Chapter 3 in S and S; pick a poem from supplemental poems to explore denotation and connotation in discussion; take notes in CN; pick two words from your summer reading poem to explore in terms of denotation and connotation; CN #7 will be authors, titles, list of words you are prepared to discuss.

8. 9/26: Sound and Sense, Chap 4
  • Read chapter 4 in S and S.  As CN #8, select one of the supplemental poems and be prepared to read one image aloud and explore the effects of that image;  take notes in CN. These notes are on the imagery in the poem and may be written as a list or in sentences.

9. 9/27 to 10/1, depending on your hour; Key word: your group's author and title for the "Poets on Poetry Project" 
CN #9 will be the notes you take to make a presentation to the class on your selected poem. 

10. 9/30, Sound and Sense, Chap 5, "To His Coy Mistress" by Andrew Marvell
CN #10 will be your notes on “To His Coy Mistress” on page 90. Focus on the concepts in the chapter AND imagery AND denotation/connotation.

11. 10/1, Sound and Sense, Chap 6

Pick one poem from the supplemental poems. Select a symbol, and in paragraph form, explore what the symbol means. Be sure to include author/title in the heading.

12. 10/8, Sound and Sense, Chap 7

Read chapter 7 in S and S; for CN #12 find a real life example of overstatement and understatement. Optional but interesting: examples from  your life of irony and paradox. 

13. Lecture on Critical Theory (get the notes from someone)

14. Sound and Sense, Chap 9 (include author, title and page number of the poem you pick)Read chapter 9 in Sound and Sense; pick any poem you have previously explored in your CN, including Summer Reading poem. As CN #14 (leave space for more literary theory notes) write a paragraph on the relevance of the terms “total meaning” and “prose meaning.” Does you poem have both? If so what are they? If not, how do you know? DUE MON, 10/14

Oct 25, 2013, 2:22 PM