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20 August 2015

Syllabus 2015-2016

C:\Users\Owner\AppData\Local\Microsoft\Windows\Temporary Internet Files\Content.IE5\7CYJ6D1Y\MCDD00583_0000[1].wmfHatfield’s Syllabus 2015-2016
High school Course: Pre-AP, AVID, and Mythology
Teacher’s name: Jaimie Hatfield Young
Room Number: 807
Preparation Period: 11:35 a.m. to 12:26 p.m.
Contact information: jaimie.hatfield@lrsd.org
                501-447-2005

Dear Parents and Guardians,
    As the availability of technology grows, I have tried to place academic information on various social media sites to increase their engagement in learning and for them to easily find resources. I also encourage parents and guardians to utilize these so that you may easily see what your student is learning in my class. All are available as down-loadable apps.

Non-traditional Resources for notes and assignments for class:


Follow Starshine Supernova on Instragram for pictures of SmartBoard notes, class projects, and assignments.

Like the Facebook blog page titled Louder than Most  for                                                     detailed information,resources, and grading rubrics.

MailChimp is an email program that allows me to send out newsletters and other information directly to the parents and guardians. If you are not on my list and you would like to be, please email me at jaimie.hatfield@lrsd.org.

Gaggle is a program where students can find and submit work, as well as communication.

Remind 101 is a text messaging service that sends reminders for upcoming tests, quizzes, tutoring availability, and extra credit directly to the phones of guardians and students who choose to sign up.
  • English II students can sign up by texting @jhatfield to 81010.
  • Mythology students can sign up by texting @jhatfieldy to 81010.

Guardian and students are typically familiar with Edline for checking grades. However, I will also be posting daily lesson plans; this helps guardians connect with the
classroom and monitor what their student is learning.

I do not have a Youtube channel at this time, but it is in the works for this school year. However, I frequently utilize other educator’s videos to help student learning.



Class Rules

  1. Come to class on time.  Standing outside the door and rushing in after the bell has begun to ring is not acceptable.  You must be INSIDE the door and IN YOUR SEAT when it begins ringing to be counted on time.

  1. Be ready to begin class before the bell rings. Upon entering the class, you are to gather and prepare your materials, place your bag/purse in the designated area, write the daily objective in your Do Now notebook, and begin your Do Now without prompting from the teacher.

  1. Attend to personal needs before coming to class.  Passes will be given out sparingly and only during emergencies, as instructed by the administration. Do not ask for passes unless you have a real emergency. I will only give one pass per nine weeks. You must have an agenda book in order to receive that pass.

  1. Unless you have been given special permission to get up, you are to remain in your assign seat.  All trash should be thrown away at the end of the period.   

  1. Consumption of candy/food/drink is prohibited in class per instructions from the administration.

  1. Bring required materials every day unless you are otherwise directed.
  1. Talk only when permitted and always speak with an appropriate volume and in a respectful, academically-minded manner.  

  1. Use polite speech and body language.  Unkind teasing, profanity, words of hate, and impolite behaviors are unacceptable. Be kind to one another. We will do group and pair work and you will be expected to be mature and contribute. You are not to refuse to work in a group or make negative comments about an assigned group due to personality differences. If your peer is not contributing to the group, you do have the right to discreetly voice that concern to the teacher.

  1. Academic dishonesty will not be tolerated.  Students caught cheating or purposefully plagiarizing will receive a zero without an opportunity to recover the credit.  


  1. Follow reasonable directives from all LRSD staff without argument.   
  
  1. Respect all rules pertaining to the use of classroom computers. Violation of these rules will result in revocation of computer privileges.
    1. You are not allowed to download any material onto the computers including MP3s.
    2. You are not allowed to watch videos or listen to music.
    3. You cannot look up any inappropriate materials. This includes sexually explicit,  gambling, alcohol, illegal drugs, or gang related material.
    4. You may not “hack” into blocked websites such as social media sites and entertainments sites.
    5. Do not do any damage to the machine or its accessories.
    6. Do not change the screen saver, desktop background, or cursors.
    7. Cyber-bullying and video voyeurism are illegal.

Materials: You are expected to have your materials daily. Supplies will not be provided for you by the teacher or fellow students. There will be random notebook checks; supplies are considered part of the notebook check. Put your name on the outside of the folder in case it gets lost.

Supply List for English II/Mythology:
                           
  • 1 – 3 inch Binder         
  • Loose Leaf Paper   
  • #2 Pencils or Mechanical Pencils       
  • 2 Spiral Notebooks for each semester                                           
  • Agenda Book                          
  • Flash Drive   
  • Pencil Pouch   
  • 2 hole punched folders with pockets
  • Hall High I.D.                

We will have several projects throughout the year that require poster boards, construction/cardstock, and other craft materials. I will give substantial notice before these projects are due.
   
You need access to the internet on a regular basis because you will locate and submit most of your work through Gaggle. If you do not have computer access at home, you are welcome to attend tutoring or visit one of the public libraries for computer access.

Course requirements:

Participation                                               
Students will be responsible for the reading requirements and the material presented in class. It is expected that students will attend class and participate in class activities and discussions. Some assignments will be conducted and completed in class. In order to receive credit for these assignments, students must attend the class. Participation is a grade.

Outside Reading                                               
All students will be responsible for reading two books outside of the class each semester.
Book selection resources and assessment assignments will be provided after the first week of the first semester.

Papers                                                   
All written assignments must be typed in Modern Language Association (MLA) format and submitted electronically.

In-Class Group Work                                           
When you are assigned to work with a group, you will:
  • Be an active participant
  • Not complain about your assigned group unless someone is not participating fully

Test and Pop Quizzes                                           
Tests will be given on material from lectures and assigned reading. You will be given advanced notice and a study guide for unit tests and semester exams. Cheating is never allowed. If you cheat or it is perceived that you are cheating, you will get a zero on your test or quiz.


Grading
Standards Based Grading focuses on the student’s mastery of a grade-level appropriate skill. Each activity, homework and in-class, are in preparation for demonstration of skill mastery. Understanding is assessed in various methods including traditional tests/quizzes, projects, and short activities.

Email: The best way to contact me is by email. My email address is jaimie.hatfield@lrsd.org. If you are a student, you may only contact me through Gaggle.
   
Major Assignments/Portfolio Pieces: You will be submit several formal writing pieces over the course of the year. All written assessments must be submitted electronically through Gaggle and all electronic submissions must be saved as a Rich Text Format file. You must save you assignment under the provided file name for each activity. If it is not accurately saved and submitted, it will not be viewed

Homework Policy:  Assigned homework is due by the listed in Gaggle’s assignment drop box.  You will NOT have time to finish assignments in class. Homework is NEVER busy work and will be used for class; therefore, it is essential that you complete the homework when it is due.

Late Work/Re-do Policy:  Inquiring about missed assignments due to an excused absence is YOUR responsibility and must be done on your own time. You must get notes from a classmate and you must ask the teacher for your missed work/assignments. For your convenience, a folder with the daily lessons will be placed on the podium by the door. You are also responsible for turning in any assignments that were taken up during the absence. For example, if homework was due on a Monday and you were absent, you should turn it in on the first day you return.

    When you miss homework because you chose not to do it, you will receive no credit (marked NC in edline). If you choose to take the late work option, you must request a Credit Recovery form for your guardian to sign. Assignments will only be taken up to one week late. You will also receive a 30% reduction for all late work.
   
    If you miss a test or quiz, you have to make it up in after-school tutoring. If there is a conflict, please have your guardian contact me via email or phone.

    If you are unhappy with your grade on a test or project, you may submit a Request for Re-do form within one class period of your returned grade. Upon receipt of the Request for Re-do form, the teacher will schedule an appropriate time for submitting the completed work.

Extra Credit: There will be one extra credit assignment available each nine weeks. These are due by the 7th week of the quarter. Please understand that the expectations for quality work are very high for each extra credit assignment. If the product does not meet the standards, you will not receive credit. An alternate assignment is to get a Letter to the Editor of the Arkansas Democrat Gazette published. This will require you to read the newspaper, as the purpose of the letter is to respond to an article or to address a concern of the readers. If you intend to try this, please familiarize yourself with the types of letters that are typically published. I recommend you check for grammar and spelling errors before sending it as well. If you do get published, you must clip out your submission from the paper and provide me a copy. These letters can be sent at http://www.arkansasonline.com/contact/voicesform/. In the spring, you may attend three sessions (you must provide proof) at the Arkansas Literary Festival and type a one-page review of each session.  

Guardian Contact: It is very important that guardians keep the school contact information current. 
 
For the first Category One Offense, I will make phone contact with your guardian. For each reoccurring offense, I will follow the Little Rock School Handbook for disciplinary action. You will be provided a copy of the Little Rock School District Handbook shortly after the beginning of the school year.

Attendance and Tardy Policy: It is very important that you be in class everyday. If you miss 45 minutes or more of my class for any reason, you will be considered absent. You may only make up your work for excused absences. Again, make-up work is your responsibility to obtain. If you have more than 12 absences in one class, you will receive No Credit for that semester. If you are tardy, please locate security and get a tardy pass. I will not let you in the room without a tardy pass. Please understand that even excuses absences in excess (including ISS and OSS) hinder your education process. Missed work will not be provided after the   first suspension.

Helpful Websites and Links:

Little Rock School District

Hall High School

Purdue Online Writing Lab

Central Arkansas Library

Encyclopedia Britannica Access

EBSCOhost Electronic Journals Service
























12 May 2015

Historical Context for Of Mice and Men

I have a deep love for stories that are set during or shortly after The Great Depression. I imagine that it started with my introduction to To Kill a Mockingbird by Harper Lee when I was 14 years old. My 9th grade teacher was one of the worst in our district's history when I had her over 20 years ago.

 However, everything about Lee's novel came alive in my mind and I was forever changed with a deep love of literature. The following year, this intrigue by the effects and cultural attitudes that existed during The Great Depression.

This is one of my favorite pieces of literature to read and to teach for a variety of reasons. It is also one of the only movies that I think is a good representation of the novel.


The in-class assignment is highlighted in yellow. The modified assignment (what you will do if you were absent is highlighted in green). Your homework is located just below the Homework Kitten and in purple text. Have fun!!!




 Historical Context for Of Mice and Men


Goals, Objectives, and Standards:

Goals: Students will seek background and historical knowledge prior to reading a text for a stronger interpretation of the text.

Objective:  Students will locate resources for the purposes of understanding the setting of the novel Of Mice and Men.

C.C.S.S.:

W.9-10.7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

Activities, Tasks, and Methods

Do Now:   Quickwrite – Students will create a list of everything that they know about The Great Depression.

Opening: The teacher will introduce the topic of research for each small group with an explanation of expectations for their group presentation.  

Work Period:

Small Groups:  Students will work in groups of 3 to research a specific topic related to the historical context that influenced Of Mice and Men by John Steinbeck. The topics are:
      a.      A Review of The Great Depression
      b.      The Effects of The Dust Bowl
      c.       The Life of an American Migrant Worker 

Task: The teacher will monitor for academically appropriate discourse between students and the utilization of acceptable resources. The teacher will monitor student pacing for the research of their topic, the development of their visual aid, and their preparation for their group presentation.  The teacher will facilitate the lesson while aiming for a student-led lesson.

 *Modifications (if needed): Individual Work


1. Determine the setting for Of Mice and Men by John Steinbeck
2. Locate academically appropriate information on the following items:
        a.  An overview of The Great Depression
            b. The Dust Bowl 
            c. American Migrant Workers (specific to the setting of this novel ONLY)

i.Sample Student Thesis Statement: Prior to reading Of Mice and Men by John Steinbeck, it is important to understand the historical context that influenced the development of the novel,  specifically     the effects of The Great Depression, the consequences of The Dust Bowl, and the life of American migrant workers.

3. Create a 1.5 mini-research paper in correct MLA format with a Works Cited page about the     information gathered.
4. When you are done, email your work (complete or not) through Gaggle.

*ESL/SPED/504 Modifications (if needed):

Students will be assigned a topic from the list below for the purpose of creating a short essay or a PowerPoint:
a. An overview of The Great Depression 
b. The Dust Bowl 
c. American Migrant Workers (specific to the setting of this novel ONLY) 

Closing: Students present their findings to the class using a visual aid.

Assessment, Grouping and Questioning:  

Assessment: Students will be assessed by contribution to the discussion, the creation of their visual aid, and the participation in the presentations as presenters and listeners.

*Modifications (if needed):
Individual Work – Students will submit work to the teacher through Gaggle.

Grouping:  The students will be in a small-group setting for the purpose of peer learning.

*Modifications (if needed):
Individual Work – Students/Classes that produce a higher quality of work through a more focused and individualized environment will be given that opportunity based upon their needs and abilities.

Questioning:  Provide an overview of The Great Depression. Explain the effects of The Dust Bowl on American life after The Great Depression. Examine the life of an American migrant worker during this time in America.

Homework:

Review the treatment of the following people in the 1930s:
·         Women
·         Mentally Ill
·         Physically and/or mentally handicapped

After doing some brief research, submit a research proposal via email explaining:
1.      Your reason for choosing this topic.
2.      Three (3) Resources that you choose to use in your research.
3.      Your prediction for how this knowledge will help prepare you in understanding the novel.

Materials and Resources:
Gaggle
Laptops
Poster Paper
Markers

Modifications:

Preferential seating
Extended time
Modified Lesson

ESL Strategies
·         Extended time
·         Translation Dictionaries
·         Additional Support 

Until Next Time, 



Learn Loudly!!!

11 May 2015

The Prince by Machiavelli:Graphic Organizer/Socratic Seminar

Graphic Organizer/Socratic Seminar

The Prince has proven to be a very difficult text for many of my students.

However, through various interpretations, real world connections, discussions, and using a wide range of close reading strategies,

One very successful lesson that aided in comprehension, application, and analysis including a graphic organizer and a pre-write.

In the lesson prior to this one, I had my students generate 5 higher order thinking questions as an exit slip for the following topics:

1. The Prince by Niccolo' Machiavelli
2. Julius Caesar by William Shakespeare
3. Current political/police state of affairs
4. A comparison between The Prince and Julius Caesar
5. A comparison between The Prince and current political/police state of affairs.

Before the day of the Socratic Seminar, I had selected a handful of questions from various students and embedded the questions into a graphic organizer. Because I have so many students in need of differentiated instruction it benefits many of my students to have peer examples and an opportunity to organize their thoughts prior to the lesson. Below is the graphic organizer that I used as a Bell Ringer/Do Now:

Graphic Organizer


 

CORNELL NOTES

SHEET

         

 Name: ________________________________________
Class:  ______________________     Topic:  ________________________
Date:   _______/ _____/ ________                                         
Period ______                  

QUESTIONS

NOTES

Discuss whether it is better to be feared or loved when you are a position of power.           ~ Ezequiel S.










Determine the ways that Machiavelli’s theories about how to be a strong ruler is still present in today’s society?      ~ Kelvin W.













Julius Caesar was loved by the people, but hated by the Senate. Explain why and connect the Senate’s actions to statements made in The Prince.
~ Maddlyn H.













Identify examples of how police officers are considered to be Machiavellian through their actions in our society.
~ Alexis B.













Analyze how the current policy systems and government policies are like the principalities described in The Prince.
~ Landon A.















It is common knowledge that Tupac was heavily influenced by The Prince. Infer why this type of text would have such a huge influence on a person hundreds of years later. Discuss whether you believe that Tupac truly identified with the text or if he used Machiavelli to simply gain attention.
 ~ Kyle D.


Generate your own higher order thinking discussion point for this seminar.

SUMMARY:  Write 4 or more sentences describing specific learning from these notes.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

STUDENT REFELCTION:  Write 4 or more sentences describing what you enjoyed about the lesson and how you believe the lesson could be improved in the future. __________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________



For further help in understand how this was used in my class discussion and as an assessessment piece, here is my lesson plan from that day. 




Socratic Seminar for The Prince and Julius Caesar

English II (Pre-AP)/English II (ESL/Repeaters)


Goals, Objectives, and Standards:

Goals: Students will conduct an academically advanced, collaborative discussion that generates ideas instead of asserting opinions.

Objective: Through a Socratic Seminar, students will be able to gain a deeper understanding of The Prince by Niccolo’ Machiavelli (through chapter 10) and Julius Caesar by William Shakespeare through discussion in a student-run/student-based method of instruction.  Students will answer both interpretive and evaluative questions concerning important issues in the novel and the drama while making real life connections.

C.C.S.S.:

CCSS.ELA-LITERACY.SL.9-10.1.C
Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
CCSS.ELA-LITERACY.SL.9-10.1.D
Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

Activities, Tasks, and Methods

Do Now:   Students will review a sample of discussion points and create a list of points that they want to have evaluated/discussed amongst the group using a graphic organizer (Cornell notes).

*ESL/Repeater Modifications (if needed): The teacher will monitor understand and hold mini-discussions while using examples to help students recall and apply the information that was previously learned.

Opening: The teacher will review expectations for listening and responding to one another in a Socratic Seminar.  

*ESL/Repeater Modifications (if needed): The teacher will review the expectations for contributions and show a video that models Socratic Seminar to the students for standards of behavior:  https://www.youtube.com/watch?v=QxZMGK6IdEs


Work Period:

Whole Group:  Students will engage in a Socratic Seminar to develop further understanding of the texts.

Task: The teacher will monitor for academically appropriate discourse between students. The teacher will facilitate the lesson while aiming for a student-led lesson.

Closing: Students will complete the summary and reflection piece on their graphic organizer (Cornell Notes).

Assessment, Grouping and Questioning:  

Assessment: Students will be assessed by contribution to the discussion, which will be evident through respectful and well-processed questions and responses. Students will also provide documentation of their thought-process through their additions to the graphic organizer.

Grouping:  The students will be in a whole-group setting in order to achieve the desired environment for a Socratic Seminar.

Questioning:  Most questions are/will be student-generated (developed prior to class and through discussion); however, the initial question will be:

Considering Machiavelli’s points about a strong ruler, discuss whether it is better to be feared or loved when you are a position of power.

Additional Student Generated Questions Designed for the Purpose of Discussion
1.      Determine the ways that Machiavelli’s theories about how to be a strong ruler is still present in today’s society? ~ Kelvin W.
2.      Julius Caesar was loved by the people, but hated by the Senate. Explain why and connect the Senate’s actions to statements made in The Prince. ~ Maddlyn H.
3.      Identify examples of how police officers are considered to be Machiavellian through their actions in our society. ~ Alexis B.
4.      Analyze how the current policy systems and government policies are like the principalities described in The Prince. ~ Landon A.
5.      It is common knowledge that Tupac was heavily influenced by The Prince. Infer why this type of text would have such a huge influence on a person hundreds of years later. Discuss whether you believe that Tupac truly identified with the text or if he used Machiavelli to simply gain attention. ~ Kyle D.

Homework:

N/A (students are preparing for standardized testing)

Materials and Resources:

Notes on The Prince by Niccolo’ Machiavelli
Notes on Julius Caesar by William Shakespeare
Cornell Notes/Graphic Organizer

Modifications:

Preferential seating

ESL Strategies
·         Extended time
·         Translation Dictionaries
·         Additional Support (as embedded within the lesson)

Until Next Time, 


LEARN LOUDLY!!!


P.S. Don't forget about Tupac


05 May 2015

Losing Yourself in Giving to Others

When I was going through my second divorce, I decided that I needed some serious counselor to understand why I have seemed to fail so miserably.

Oddly enough, my therapist suggested that I was too much of a "giver" in my relationships. I laughed at her as I remembered all the times that I threw a tantrum when I didn't get the attention that I wanted from my spouse, all the times that I took a nap instead of cleaning the house, and all the times that I focused on my friends, career, and child instead of nurturing my marriage (well, marriages).

Furthermore, there were all the times that I could have been less selfish to my family and peers. During my days as a hooligan, I was often self-serving.

After telling her that she was a couple of sentences shy of being a quack, she convinced me to explore this idea.

I wasn't quite Machiavellian, but I was nowhere close to Mother Teresa. The best way that I can describe it is in terms of Anakin Skywalker.



Life was hard when I was young. I far too aware of the ugly in the world and I was frequently bullied. As fear, anger, and sadness made my heart dark, I turned into a defensive and hateful being at times.

Yet, like Anakin/Vader, I had a love that lingered beneath the chains of the Sith.

I had little moments of giving throughout my life.


For example, my biological father made the trip to Arkansas once and he bought me some new shoes. A little girl who was raised by a single mother in our apartment complex did not have nice things. She admired my new shoes and asked to try them on for a minute. After seeing how happy they made her, I told her to keep them. My mother was floored and touched at the same time. I still wore my ragged shoes until it was time to get new ones.

As a friend, I was always the protector. Because I had no issue being a villain in the cafeteria, I would take out anyone that upset my close friends with either rhetoric or my fist. For many years, I thought that I was doing a noble service.

Eventually, I had a change of heart. After years of watching the women in my family give to those in need (that's just want good Southern women do), I began to slowly make positive changes in my life.


I visualize the change in my heart as that of The Grinch.


This is great, right? Not necessarily. I went from one extreme to the other. When I started teaching, I ended up in situations where I would do the work of others, only to get through under the bus when the lessons weren't so great or to have all credit stripped from me completely. I have had two marriages that where "give and take" wasn't the mentality, but rather an "all or nothing" way of life.

I scrambled often to find a balance and I did not.

After my second marriage finally crumbled, an event that had been coming since before our nuptials, I went overboard on the giving.
None of the giving, gave me what I needed.

I gave tremendously of myself, my time, my heart, and my worry. I gave a handful of friends loans to help them in their struggles. I bought products to help people become more healthy and feel better. I made little crafts, I created little events.

I got nothing in return, nor were the loans ever repaid (even though I am a single mom that lives on a teacher's income).

Pity party time, right? Nah. 


It was lessons well-learned. I have to be wiser with what I give and to whom I give.


There are those that will always prey upon you during low points in your life: divorce, grieving, job loss, etc. They are always dressed up as friends and as people who want to help you in life somehow. These people know how to convince you that you are valued in their life, even if their hand wasn't somehow in your pocket. Yet, it is that "dog-eat-dog" mentality of which many Americans have become so accepting.

After depleting my financial buffer in helping people that I cared about and trying to get repayment for the money that I had given during that time, I realized that those people only cared about themselves in that moment and I simply gave them an opportunity to use. I had done this in various ways for most of my life.

Are there people who appreciate me? Are their people that help me in times of need? Absolutely. In fact, I have some of the most supportive and loving people in my life that one could ask for.

It was new people and the ones that pop in and out that were taking to the point of my emotional and financial detriment. It was never the ones who have consistently been a part of my life.

At the end of the day, I think giving to others is good for the soul. I will continue to find ways to give to others and others who will sincerely benefit from whatever I have to give.


Until Next Time,



LOVE LOUDLY!!!





03 April 2015

Ozymandias


When I was an intern, I sat with a teacher who was conducting a lesson on “Ozymandias” by Percy Bysshe Shelley.

She was attempting to draw the infamous "vast and trunkless legs" on the white board for her students. They began laughing hysterically because her drawing did not look like legs, but rather two examples of something very inappropriate.

This was a complete accident on her part and she was mortified. Because I was a witness to this event, I choose to draw jeans instead of legs for my students that need the visual aid to understand the meaning of trunkless.

I have no talent for visual arts, which is apparent with my drawing. My students laughed at me and make jokes about the owner of the pants buying them at warehouse sales or only doing work out for one leg. I had to laugh because those are the most lopsided pants in the history of SmartBoard art.

I do love my SmartBoard. It is the best thing that every happened to me as a teacher.

Prior to using any piece of poetry, including musical lyrics, I have my students begin with a TP-CASTT  graphic organizer.

While working on reinforcing annotated reading (marking the text), I thought this would also be a good opportunity to reintroduce the Petrarchan sonnet. English teachers spend so much time with Shakespeare, that other pieces of literature often get ignored.

For this part of annotation, I have the students:

1. Number the lines
2. Label the Rhyme Scheme
3. Divide and label the stanzas.
4. Highlight words with which the students are unfamilar.

I normally have the students make the intial lines to determine the metrical line (rhythm), but in this case, the students identified iambic pentameter rather easily.  

This is an example of how the students interacted with the poem

Here is where it really starts to get messy and fun. 

After the students paraphrase the poem and identify new vocabulary to enhance understanding, we begin to evaluate and analyze the text. In this case, we focused on poetic and other literary devices. 

Although I am able to discuss some interesting things about Pharoah Rameses II and Percy Bysshe Shelley, I am limited due to appropriate discussions in a school setting. The kids will have to talk to their parents or wait for college to get into the nitty-gritty. 

Of course, they have Google. 

Until Next Time, 



LEARN LOUDLY!!!
.