Author: AdrianaAlba

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Tuesday: Introduction to Ambroce Bierce and Psychological Realism

Week’s Objectives: After reading Ambroce Bierce’s short story, “Occurrence at Owl Creek Bridge” students will be able to write a paragraph that analyzes and evaluates the author’s philosophical attitude

AGENDA: Pre-Reading Activities Ambroce Bierce’s Civil War & Bierce Notes

Homework: Quarter 2 Benchmark on January 26

Wednesday: Psychological Realism: Bierce, Ambroce. “Occurence at Owl Creek Bridge.” pp. 423-431

Week’s Objectives: After reading Ambroce Bierce’s short story, “Occurrence at Owl Creek Bridge” students will be able to write a paragraph that analyzes and evaluates the author’s philosophical attitude.

AGENDA: Read “Occurrence at Owl Creek Bridge” pp. 423-431

Homework: Quarter 2 Benchmark on January 26

Thursday: Psychological Realism: Bierce, Ambroce. “Occurence at Owl Creek Bridge.” pp. 423-431

Week’s Objectives: After reading Ambroce Bierce’s short story, “Occurrence at Owl Creek Bridge” students will be able to write a paragraph that analyzes and evaluates the author’s philosophical attitude.

AGENDA: Finish Reading “Occurrence at Owl Creek Bridge” pp. 423-431, watch “Occurrence at Owl Creek Bridge” Twilight Zone Episode & Complete  Dialectical Journal,

Homework: Quarter 2 Benchmark on January 26

Friday: Psychological Realism: Bierce, Ambroce. “Occurence at Owl Creek Bridge.” pp. 423-431

Week’s Objectives: After reading Ambroce Bierce’s short story, “Occurrence at Owl Creek Bridge” students will be able to write a paragraph that analyzes and evaluates the author’s philosophical attitude.

AGENDA: Share  Dialectical Journal & Complete SOAPS in PODS

Homework: Quarter 2 Benchmark on January 26

Tuesday: Frederick Douglass & Mark Twain Progress Check

UNIT GOAL: Write an expository essay that evaluates how REALIST artists and author’s effectively use ethos, pathos, and/or logos to communicate and support and their ideas about (in)justice.

Objective: After reading, Frederick Douglass’s “What to the Slave is the Fourth of July,”  and Mark Twain’s satirical essay “The Lowest Animal” students will be able to write a paragraph that analyzes and evaluates the authors’ arguments and use of ethos, pathos, and logos as support.

AGENDA: Progress Check

Homework: Quarter 2 Benchmark on January 26

Wednesday: Introduction to Ambroce Bierce and Psychological Realism

Week’s Objectives: After reading Ambroce Bierce’s short story, “Occurrence at Owl Creek Bridge” students will be able to write a paragraph that analyzes and evaluates the author’s philosophical attitude

AGENDA: Pre-Reading Activities Ambroce Bierce’s Civil War & Bierce Notes

Homework: Quarter 2 Benchmark on January 26

Thursday: Psychological Realism: Bierce, Ambroce. “Occurence at Owl Creek Bridge.” pp. 423-431

Week’s Objectives: After reading Ambroce Bierce’s short story, “Occurrence at Owl Creek Bridge” students will be able to write a paragraph that analyzes and evaluates the author’s philosophical attitude.

AGENDA: Read “Occurrence at Owl Creek Bridge” pp. 423-431

Homework: Quarter 2 Benchmark on January 26

Friday: Psychological Realism: Bierce, Ambroce. “Occurence at Owl Creek Bridge.” pp. 423-431

Week’s Objectives: After reading Ambroce Bierce’s short story, “Occurrence at Owl Creek Bridge” students will be able to write a paragraph that analyzes and evaluates the author’s philosophical attitude.

AGENDA: Finish Reading “Occurrence at Owl Creek Bridge” pp. 423-431, watch “Occurrence at Owl Creek Bridge” Twilight Zone Episode & Complete  Dialectical Journal,

Homework: Quarter 2 Benchmark on January 26

Monday: Figurative Language Poems

Agenda:

1.  REFLECTION & DISCUSSION: Check out Emotions Handout, Choose from one of these and freewrite on the emotion that best describes how you feel today.

2. Figurative Language Poems: Choose your favorite emotion, the emotion you feel today, the emotion you never want to feel.  Write a poem about each.

Tuesday: Food Memory Poems

Agenda:

1.  REFLECTION & DISCUSSION: What is your favorite food? When do you eat it? What are its ingredient? What does it taste like? With whom do you eat this?

2. Read Li Young Lee’s poem “Eating Together”: Why is this meal important? Who is there and who is missing? How is it different than previous meals?

3. Write Food Memory Poems

Wednesday: Personified Objects Poem

Agenda:

1.  REFLECTION & DISCUSSION: Make a list of objects that play an important role in your everyday life. Share your list with your partner and explain why you selected them.  Discuss what you feel these objects represent for you.

2. Read “Mirror” by Sylvia Plath, Write a personified object poem

Thursday: Personified Object Poem #2

Agenda:

1.  REFLECTION & DISCUSSION: Finish your Personified Object POEMS and Share in Pods.  While you listen to colleagues. Give Props, state what pops, and ask a What if Question.  Choose one to read to class.

2. Write Personified Object Poem #2

Friday: Writing Workshop at Computer Lab

Monday: Mark Twain and AMERICAN SATIRE. The Lowest Animal, p. 468-477 & “The Celebrated Jumping Frog of Calaveras County” pp. 460.

UNIT GOAL: Write an expository essay that evaluates how REALIST artists and author’s effectively use ethos, pathos, and/or logos to communicate and support and their ideas about (in)justice.

Objective: By reading and annotating American Realist literature, students will be able to 1.)  evaluate philosophical attitudes and views of “justice” and 2.) analyze the effect of imagery, figures of speech, and use of rhetorical devices such as ethos, pathos, and logos across genres.

Agenda: Mark Twain Notes, Mark Twain Background Video

Homework: Read “The Celebrated Jumping Frog of Calaveras County” pp. 460. and answer guiding questions

Tuesday: Realist Satire & Social Change: Twain, Mark. The Lowest Animal pp. 468-477

UNIT GOAL: Write an expository essay that evaluates how REALIST artists and author’s effectively use ethos, pathos, and/or logos to communicate and support and their ideas about (in)justice.

Objective: By reading and annotating American Realist literature, students will be able to 1.)  evaluate philosophical attitudes and views of “justice” and 2.) analyze the effect of imagery, figures of speech, and use of rhetorical devices such as ethos, pathos, and logos across genres.

Agenda: Mark Twain Notes, Read and Annotate “The Lowest Animal”

Homework: Read “The Celebrated Jumping Frog of Calaveras County” pp. 460. and answer guiding questions

Wednesday: Realist Satire & Social Change: Twain, Mark. The Lowest Animal pp. 468-477

UNIT GOAL: Write an expository essay that evaluates how REALIST artists and author’s effectively use ethos, pathos, and/or logos to communicate and support and their ideas about (in)justice.

Objective: By reading and annotating American Realist literature, students will be able to 1.)  evaluate philosophical attitudes and views of “justice” and 2.) analyze the effect of imagery, figures of speech, and use of rhetorical devices such as ethos, pathos, and logos across genres.

Agenda: Mark Twain Notes, Read and Annotate “The Lowest Animal”, Complete Dialectical Journal to identify Twain’s use Ethos, Pathos, and Logos

Homework: Read “The Celebrated Jumping Frog of Calaveras County” pp. 460. and answer guiding questions

Thursday: Socratic Seminar Preparation

UNIT GOAL: Write an expository essay that evaluates how REALIST artists and author’s effectively use ethos, pathos, and/or logos to communicate and support and their ideas about (in)justice.

Objective: After reading, Frederick Douglass’s “What to the Slave is the Fourth of July,”  and Mark Twain’s satirical essay “The Lowest Animal” and “The Celebrated Jumping Frog of Calaveras County,” students will be able to participate in a Socratic Seminar that analyzes and evaluates the authors’ arguments and use of ethos, pathos, and logos as support.

AGENDA: Socratic Seminar Preparation

Homework: Finish “The Celebrated Jumping Frog of Calaveras County” pp. 460. and answer guiding questions

Friday: Socratic Seminar on Man’s Capacity for Justice According to Mark Twain

UNIT GOAL: Write an expository essay that evaluates how REALIST artists and author’s effectively use ethos, pathos, and/or logos to communicate and support and their ideas about (in)justice.

Objective: After reading, Frederick Douglass’s “What to the Slave is the Fourth of July,”  and Mark Twain’s satirical essay “The Lowest Animal” and “The Celebrated Jumping Frog of Calaveras County,” students will be able to participate in a Socratic Seminar that analyzes and evaluates the authors’ arguments and use of ethos, pathos, and logos as support.

AGENDA: Socratic Seminar Preparation, Socratic Seminar Evaluation Form

Homework: No Homework

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Monday: Rhetorical Triangle in “What to the Slave is the Fourth of July” by Frederick Douglass

UNIT GOAL: Write an expository essay that evaluates how REALIST artists and author’s effectively use ethos, pathos, and/or logos to communicate and support and their ideas about (in)justice.

Objective: By reading and annotating American Realist literature, students will be able to 1.)  evaluate philosophical attitudes and views of “justice” and 2.) analyze the effect of imagery, figures of speech, and use of rhetorical devices such as ethos, pathos, and logos across genres.

AGENDA: Finish Close Reading What to the Slave is the Fourth of July?, and complete  Dialectical Journal

Homework: Essay due on January 11 @ 11:59 p.m. on Google Classroom @11:59 p.m.

Tuesday: Introduction Realist Satire & Social Change: Twain, Mark. The Lowest Animal pp. 468-477

UNIT GOAL: Write an expository essay that evaluates how REALIST artists and author’s effectively use ethos, pathos, and/or logos to communicate and support and their ideas about (in)justice.

Objective: By reading and annotating American Realist literature, students will be able to 1.)  evaluate philosophical attitudes and views of “justice” and 2.) analyze the effect of imagery, figures of speech, and use of rhetorical devices such as ethos, pathos, and logos across genres.

Agenda: Mark Twain Notes, Mark Twain Background Video

Homework: Notebooks due ______

Wednesday: Realist Satire & Social Change: Twain, Mark. The Lowest Animal pp. 468-477

UNIT GOAL: Write an expository essay that evaluates how REALIST artists and author’s effectively use ethos, pathos, and/or logos to communicate and support and their ideas about (in)justice.

Objective: By reading and annotating American Realist literature, students will be able to 1.)  evaluate philosophical attitudes and views of “justice” and 2.) analyze the effect of imagery, figures of speech, and use of rhetorical devices such as ethos, pathos, and logos across genres.

Agenda: Mark Twain Notes, Read and Annotate “The Lowest Animal”

Homework: Notebooks due ______

Thursday: Realist Satire & Social Change: Twain, Mark. The Lowest Animal pp. 468-477

UNIT GOAL: Write an expository essay that evaluates how REALIST artists and author’s effectively use ethos, pathos, and/or logos to communicate and support and their ideas about (in)justice.

Objective: By reading and annotating American Realist literature, students will be able to 1.)  evaluate philosophical attitudes and views of “justice” and 2.) analyze the effect of imagery, figures of speech, and use of rhetorical devices such as ethos, pathos, and logos across genres.

Agenda: Mark Twain Notes, Read and Annotate “The Lowest Animal”, Complete Dialectical Journal to identify Twain’s use Ethos, Pathos, and Logos

Homework: Notebooks due ______

Friday: Frederick Douglass & Mark Twain Progress Check

UNIT GOAL: Write an expository essay that evaluates how REALIST artists and author’s effectively use ethos, pathos, and/or logos to communicate and support and their ideas about (in)justice.

Objective: After reading, Frederick Douglass’s “What to the Slave is the Fourth of July,”  and Mark Twain’s satirical essay “The Lowest Animal” students will be able to write a paragraph that analyzes and evaluates the authors’ arguments and use of ethos, pathos, and logos as support.

AGENDA: Progress Check

Homework: No Homework

 

 

Monday: Introduction to Poetry Part 1

Agenda:

1.  REFLECTION & DISCUSSION: What is poetry?  Why do we write Poetry?

2.  TED Talk on Poetry: Respond to the TED TALK by summarizing Stephen Burt’s argument

3.  Read & Annotate “Why Poetry” by Mark Polonsky

Tuesday: Introduction to Poetry Part 2

Agenda:

1.  REFLECTION & DISCUSSION: Find a quote that most stood out from Mark Polonsky’s article and explain what it means and why it caught your eye and sparked thoughts.

2. Listen, Read and Annotate “Poet in the Box” by Martin Espada

3.  Freewrite: Pretend that you are Brandon, the young man who inspired Martin Espada’s poem “Poet in the Box” and choose one of the following options.  A) Write the poem that you imagine Brandon write’s about while in solitary confinement B) Write a letter in which Brandon explains why he writes poetry.  

Wednesday: Love Poems

Agenda:

1.  REFLECTION & DISCUSSION: Finish your response to “Poet in the Box” and Share in Pods.  While you listen to colleagues. Give Props, state what pops, and ask a What if Question.

2. Write a LOVE POEM

Thursday: Hate Poems

Agenda:

1.  REFLECTION & DISCUSSION: Finish your LOVE POEMS and Share in Pods.  While you listen to colleagues. Give Props, state what pops, and ask a What if Question.  Choose one to read to class.

2. Write a HATE POEM

Friday: Writing Workshop at Computer Lab

 

Monday: Introduction to Realism

UNIT GOAL: Write an expository essay that evaluates how REALIST artists and author’s effectively use ethos, pathos, and/or logos to communicate and support and their ideas about (in)justice.

Objective: Students can define features of American Realism as a cultural and intellectual movement that arose out of conditions of late 19th Century by completing notes and summarizing knowledge in formal paragraph.

AGENDA:  Introduction to Realism

Homework: Begin Reading, “Narrative of the Life of Frederick Douglass” in Textbook pp. 398-404, prepare to identify argument for justice and use of Rhetorical Triangle as support by completing Dialectical Journal.

Tuesday: Introduction to Frederick Douglass

UNIT GOAL: Write an expository essay that evaluates how REALIST artists and author’s effectively use ethos, pathos, and/or logos to communicate and support and their ideas about (in)justice.

Objective: By reading and annotating American Realist literature, students will be able to 1.)  evaluate philosophical attitudes and views of “justice” and 2.) analyze the effect of imagery, figures of speech, and use of rhetorical devices such as ethos, pathos, and logos across genres.

AGENDA: I.  Pre-Reading: Background Video,  Introduction to Frederick Douglass

Homework:  Read, “Narrative of the Life of Frederick Douglass” in Textbook pp. 398-404, prepare to identify argument for justice and use of Rhetorical Triangle as support by completing Dialectical Journal.

Wednesday: “What to the Slave is the Fourth of July” by Frederick Douglass

UNIT GOAL: Write an expository essay that evaluates how REALIST artists and author’s effectively use ethos, pathos, and/or logos to communicate and support and their ideas about (in)justice.

Objective: By reading and annotating American Realist literature, students will be able to 1.)  evaluate philosophical attitudes and views of “justice” and 2.) analyze the effect of imagery, figures of speech, and use of rhetorical devices such as ethos, pathos, and logos across genres.

AGENDA: Frederick Douglass, Read & Annotate What to the Slave is the Fourth of July?

Homework: Homework: Begin Reading, “Narrative of the Life of Frederick Douglass” in Textbook pp. 398-404, prepare to identify argument for justice and use of Rhetorical Triangle as support by completing Dialectical Journal.

Thursday: Rhetorical Triangle in Slave Narratives

UNIT GOAL: Write an expository essay that evaluates how REALIST artists and author’s effectively use ethos, pathos, and/or logos to communicate and support and their ideas about (in)justice.

Objective: By reading and annotating American Realist literature, students will be able to 1.)  evaluate philosophical attitudes and views of “justice” and 2.) analyze the effect of imagery, figures of speech, and use of rhetorical devices such as ethos, pathos, and logos across genres.

AGENDA: Finish Close Reading What to the Slave is the Fourth of July?, and complete  Dialectical Journal

Homework:  Read, “Narrative of the Life of Frederick Douglass” in Textbook pp. 398-404, prepare to identify argument for justice and use of Rhetorical Triangle as support by completing  Dialectical Journal

Friday: Frederick Douglass Progress Check

UNIT GOAL: Write an expository essay that evaluates how REALIST artists and author’s effectively use ethos, pathos, and/or logos to communicate and support and their ideas about (in)justice.

Objective: After reading, Frederick Douglass’s “Narrative of the Life of Frederick Douglass” and “What to the Slave is the Fourth of July,”  students will be able to write a paragraph that analyzes and evaluates the abolitionist arguments and use of ethos, pathos, and logos as support.

AGENDA: Progress Check

Homework: No Homework

Monday: Progress Check Revision

Unit Goal:Write an essay that defines American Romanticism’s views of TRUTH AND KNOWLEDGE and examines their use of stylistic devices such as imagery, figures of speech, paradox and symbolism to communicate philosophical attitudes and themes.

Objective: By reading and annotating Transcendentalist literature, students will be able to: 1.) identify author’s argument 2.) analyze the effect of imagery, figures of speech and symbolism to communicate views on NATURE.

AGENDA: 1. Review Objective for Progress Check Assessments for Edgar Allan Poe & Nathaniel Hawthorne 2. Progress Check Revision Guide

Handouts: Progress Check Revision Guide, Romanticism Learning Scale

Homework: N/A

Tuesday: Romanticism Unit Final Draft

Unit Goal:Write an essay that defines American Romanticism’s views of TRUTH AND KNOWLEDGE and examines their use of stylistic devices such as imagery, figures of speech, paradox and symbolism to communicate philosophical attitudes and themes.

Objective: By reviewing the definition of Romanticism and the historical background of unit’s author’s, students will be able to write an introduction and background for Unit Final Essay.

AGENDA: 1. Review Final Instructions and Rubric 2.) Write introduction and historical background

Handouts: Romanticism Final, Romanticism Essay Guide, Final Editing CHECKLIST

Homework: Essay due on January 11 in Google Classroom, Hard copy is due in class along with all previous progress checks.

Wednesday: Introduction to Realism

UNIT GOAL: Write an expository essay that evaluates how REALIST artists and author’s effectively use ethos, pathos, and/or logos to communicate and support and their ideas about (in)justice.

Objective: Students can define features of American Realism as a cultural and intellectual movement that arose out of conditions of late 19th Century by completing notes and summarizing knowledge in formal paragraph.

AGENDA:  Introduction to Realism

Homework: Essay due on January 11

Thursday: Introduction to Frederick Douglass

UNIT GOAL: Write an expository essay that evaluates how REALIST artists and author’s effectively use ethos, pathos, and/or logos to communicate and support and their ideas about (in)justice.

Objective: By reading and annotating American Realist literature, students will be able to 1.)  evaluate philosophical attitudes and views of “justice” and 2.) analyze the effect of imagery, figures of speech, and use of rhetorical devices such as ethos, pathos, and logos across genres.

AGENDA: I.  Pre-Reading: Background Video,  Introduction to Frederick Douglass

Homework: Essay due on January 11

Friday: “What to the Slave is the Fourth of July” by Frederick Douglass

UNIT GOAL: Write an expository essay that evaluates how REALIST artists and author’s effectively use ethos, pathos, and/or logos to communicate and support and their ideas about (in)justice.

Objective: By reading and annotating American Realist literature, students will be able to 1.)  evaluate philosophical attitudes and views of “justice” and 2.) analyze the effect of imagery, figures of speech, and use of rhetorical devices such as ethos, pathos, and logos across genres.

AGENDA: Frederick Douglass, Read & Annotate What to the Slave is the Fourth of July?

Homework: Essay due on January 11

 

Monday: “Resistance to Civil Government” by Henry David Thoreau Progress Check Self Assessment

Unit Goal:Write an essay that defines American Romanticism’s views of TRUTH AND KNOWLEDGE and examines their use of stylistic devices such as imagery, figures of speech, paradox and symbolism to communicate philosophical attitudes and themes.

Objective: By reading and annotating Transcendentalist literature, students will be able to: 1.) identify author’s argument 2.) analyze the effect of imagery, figures of speech and symbolism to communicate views on NATURE.

AGENDA: 1. Review Objective for Thoreau Assessment 2. Progress Check Revision Guide

Handouts: Progress Check Revision Guide, Romanticism Learning Scale

Homework: N/A

Tuesday: Introduction to Dark Romanticism

Unit Goal:Write an essay that defines Dark Romantic author’s views of DEATH  and examines their use of stylistic devices such as imagery, figures of speech, paradox and symbolism to communicate philosophical attitudes and themes.

Objective: Define Dark Romanticism and compare its philosophical views with those of Transcendentalism.

AGENDA: 1.  Transcendentalism v. Dark Romanticism comparison map 2.  Dark Romanticism Intro Video w/ Cornell Notes 3.  Create Questions for CORNELL NOTES 4.  Summarize Learning

 

Handouts: Dark Romanticism Intro Notes, Introduction Video

Homework: N/A

Wednesday: Introduction to Edgar Allan Poe

Unit Goal:Write an essay that defines American Romanticism’s views of DEATH  and examines their use of stylistic devices such as imagery, figures of speech, paradox and symbolism to communicate philosophical attitudes and themes.

Objective: By reading and annotating Dark Romantic literature, students will be able to: 1.) identify author’s argument 2.) analyze the effect of imagery, figures of speech and symbolism to communicate views of Death.

AGENDA: 1. SYMBOLISM definition and example 2.  E.A. Poe Background 3.  First Read & Listen to “The Raven” read by Christopher Walken

Handouts: Edgar Allan Poe Notes, Background Video, “The Raven” read by Christopher Walken, The Raven Poem

Homework: N/A

Thursday: “The Raven” by Edgar Allan Poe

Unit Goal:Write an essay that defines American Romanticism’s views of DEATH  and examines their use of stylistic devices such as imagery, figures of speech, paradox and symbolism to communicate philosophical attitudes and themes.

Objective: By reading and annotating Dark Romantic literature, students will be able to: 1.) identify author’s argument 2.) analyze the effect of imagery, figures of speech and symbolism to communicate views of Death.

AGENDA: 1. Review definition of Symbolism 2.  2nd Read and watch “The Raven” look for DEPICTION OF SYMBOLS in the film clip 3.  “The Raven” Says Means Matters

Handouts: Edgar Allan Poe Notes, “The Raven” film clip, The Raven Poem, 

Homework: N/A

Friday: Symbolism in E.A. Poe’s “The Raven”

Unit Goal:Write an essay that defines American Romanticism’s views of DEATH  and examines their use of stylistic devices such as imagery, figures of speech, paradox and symbolism to communicate philosophical attitudes and themes.

Objective: By reading and annotating Dark Romantic literature, students will be able to: 1.) identify author’s argument 2.) analyze the effect of imagery, figures of speech and symbolism to communicate views of Death.

AGENDA: 1. Review definition of Symbolism 2.  SYMBOLISM in “The Raven” Gallery Walk 3.  “The Raven” Says Means Matters

Handouts: The Raven Poem, “The Raven” Gallery Walk Images, ““The Raven” Says-Means-Matters

Homework: Finish Says Means Matters, Study for Progress Check on Monday!

Hi Students!

I miss you already, but Xiomara is keeping me busy.  She is a mighty little fist of a person, a palpitating little piece of flesh with sharp, curious dark eyes.  She looks at me suspiciously.  Wonders who I am really.  I made her.  It still doesn’t seem real, but it is and that’s what makes it magic.

By now, I hope you have made Ms. Gallegos a part of our creative community.  I bragged to her about you guys quite a bit, and promised that this would be the class that she would enjoy the most.  I hope you have welcomed her and that you are representing yourself as everything I know you can be and as you committed yourself to do in the beginning of the school year.  (I am attaching our classroom commitment poem to remind you).  Do not turn into the stereotypical and boring, unoriginal stereotype of students being rude and disrespectful to the substitute teacher.  It’s the worst cliche in the book.  Additionally, think about the fact that YOU ARE YOUR ACTIONS.  Who are you going to be based on your actions? Ms. Gallegos is a lovely person with a passion for our school community and education in general.  It took me so much wrangling to get her to cover me while I am learning to be a mother of two.  Please make my fight worth it.

Anyways, enough of that.  I am excited to begin reading your first fictional short story. So far, you have completed four exercises that should have gotten you enough material to begin a real draft for your first piece.  I am attaching the rubric you will be using to evaluate each other’s short stories by the end of the unit.  Use it to elevate your writing and storytelling.

Today, when you begin your short story please begin by sharing the document with me.  I will be providing critical feedback and will be entering scores as you turn them in.  Today’s work will be entered as an assignment on AERIES.  I’m excited to start reading!  It gives me something exciting to do while Xiomara sleeps and Lalli watches cartoons.

Additionally, Ms. Gallegos will begin entering notebook scores for 10.26-11.13 with her while you are at the library.  She will be helping you evaluate your journal by asking the usual questions:  1. Is your work organized? 2. Is your work complete? 3. Does your work show reflection and insight? 4.  Did you follow directions? 5. Does your journal show extra effort?  For each of these questions, you will be proving the point you say you deserve and discussing what’s missing and for the work that is missing, reflecting on why you cut yourself short.   Take the notebook reflective conversation and evaluation as an opportunity to help her get to know you and the kind of student and writer you pride yourself to be.  Be honest about your challenges and help her learn how to support you.

I look forward to keeping in touch with you and continuing to watch you bloom as creators.

Take yourself and your art seriously even while I’m gone.  Having an opportunity to be creative is a gift that you will miss one day.

Peace,

Ms. Alba

P.S. before you begin writing watch this video and think about what it says. I’ll ask you to tell me about it tomorrow 🙂