Monday, September 16, 2013

september 16*

JOURNAL TOPIC: [today's tunes: "The Homecoming Queen's Got A Gun" by Julie Brown; "Delicious" by Jim Backus & Friend; & (by request per Tiana) "Smells Like Teen Spirit" by Nirvana]

Texts in all media are often read differently by different readers. What is funny to one person can be offensive to another. One reader "gets the message" while another wonders, "What's the point?" How does the author of your literature analysis book use techniques such as figurative language, parody, satire, and allusion to encourage the reader to interpret the text?  Think of an example from anything you've read and describe how it can be interpreted in more than one way.  Is this more or less effective than coming right out and telling the reader everything s/he needs to know?  Explain your answer.

1. Journal
2. Status: personal statement & letters of recommendation
3. Big Questions, SMART goals, and Collaborative Working Groups
4. Applied mindfulness tools: dashboards and lists

1. Post definitions and sentences/narrative for VOCABULARY #5
2. Update TIP (if you haven't already) for tomorrow (Tuesday)
3. Write your DECLARATION OF LEARNING INDEPENDENCE and post to your blog 
4. Read this article and post a one-paragraph response on your blog (title: NO CHILD LEFT UNTABLETED)-- include any vocab candidates (unfamiliar words or familiar words used in unfamiliar ways)
5. Lit analysis #2 due Friday, October 4

No comments:

Post a Comment