Tuesday/Wednesday

Look at the poems in the packet linked to the right as "Donne Packet." Rank about 10 of them in order of preference: one poem for a memorization, one for an explication, one for an IMAGINATERPRETIVE WORLD ROCKER THING. See the ManageBac calendar for due dates. You may have up to THREE (no more, absolutely not) working on the IWRT.

Here is the complete set of assignments for the first five weeks:

English 5 IB, Q1, Weeks 1-5

J. Koon, instructor

The first set of assignments consists of a drafted writing piece (an explication of a John Donne poem), a performance piece (a memorized recitation of a separate Donne poem), and an imaginative interpretation of a third Donne poem. For the third piece (the imaginative interpretation), students may pair or form groups of three.

First, students should prioritize their choices from the Donne packet of poems posted on my website. I will attempt to spread the assignments for maximum exposure for each poem, so students might not get their first choices for all three assignments. Have these choices prioritized by class on August 30 for B-day and September 3 for A-day.

On September 9/10, two assignments come due: students should perform their memorized recitations, and they should submit a draft of an explication covering at least the first five lines of their assigned poem. I will mark the explication drafts and return them. Students then should explicate the remainder of the poem to the best of their abilities, address all comments and suggestions from me, and turn in a typed, MLA-formatted draft attached to all previous explication work.  I will mark again and return them. Students then revise as instructed to the final, which is due attached to all previous explication work on September 23/24. Students MUST submit preliminary drafts before the subsequent ones. They must follow that process to receive credit. There is no rubric: students are finished when they have done as instructed.

On September 19/20, students should present their imaginative interpretations of a third Donne poem. The poem should be presented in its entirety as at least a soundtrack to the interpretation. Students may create video, Powerpoints, Prezis, musical scores, paintings, dances, or other creations I have not thought of. Students should be prepared to discuss their interpretive choices after the presentations.

September 9/10            *First draft (five lines) explication (Drafted essays)

                                    *Recitation performance (Performance task)

September 16/17          *Entire poem explicated in MLA style (Drafted essays)

                                   

September 19/20          *Imaginative interpretation project (Project)

September 23/24          *Explication final (Drafted essays)