W&T Day One Woronzoff Introduction; Anthology Cover and Content Page; Philip Levine 9:00 Free-write 9:10

Welcome/Expectations punctuality, passing only once, respectful listening Workshop -- what happens this week? Working with text Reading Journals FFWs PPP and Celebratory Reading/Titling PPP 9:20 FFW (Icebreaker) What can you tell by looking at me? Or: What cant you tell by looking at me? 9:30 Read around -- sharing 9:45 What can you (or cant you) tell by looking at the cover of The 2011 Anthology? Examine the cover of your reader Loop#1 Write a response to cover ---Share some responses ---List important details, objects, or ideas on chalkboard 10:00 Examine cover again Loop#2 Write: Based on notes and responses above, ask students to think of possible meanings for these observations. Consider: What is different from covers of other books or anthologies? What is the role of text on this cover? What kind of pictures are these? Why do you think they were selected? Do these pictures express a common theme or idea? Share responses in open group discussion Can we give this anthology a title?

10:20 Process Writing (Self) Portraits Which is easier, more enjoyable or more interesting? Writing and thinking about yourself (personal writing) or about the (people on the) cover of our anthology (analytical writing)? 10:30 Break 10:45 Sporadic Share of Process Writing 10:55 Open anthology to Content Page. Read silently Montaignes paragraph and spend a few minutes looking at table of contents. Underline words/phrases or sentences that are interesting or provocative; mark entries that stand out for you. 11:00 Read Montaigne passage out loud. FFW What is Montaigne saying ? Is he against glosses/interpretation? Why? Does he doubt the existence of truth or just the possibility of finding it? 11:10 Pair up with another student, share your response to this paragraph and examine table of contents together: Why do you think it was chosen as an epigraph to the content page? 11:20 Present each others responses to group Does content page suggest new title, or reinforce previous one? 11:35 Levines What Work Is (p.5) Read aloud in circle Workshop leader reads again, students underline interesting/confusing phrases or words 11:45 Share your notations: go around the circle, have each person read aloud one of underlined words or phrases 11: 55 FFW Choose one of the words or phrases that you noted, and write about it. Limit writing to 2 or 3 sentences.

12:05 Text Explosion The workshop leader will read the poem again, and when students word/phrase is read, student will repeat the authors words and then read her Focused Free Write about the word/phrase. 12:30 Lunch 1:30 Process Writing Reflect on text explosion. What is valuable or illuminating about this exercise (What does it illustrate about how we read text? Do we try to make it meaningful by relating it to our own experiences and interests?) 1:40 Share some process writing 1:50 Levines poem, line 3 states You know what work is and later ends with the contrary statement you dont know what work is Loop: How does speaker define work? Loop: What leads speaker to question the initial statement of faith in readers understanding/knowledge? 2:00 Share one or both responses with the group 2:20 FFW: Levine and Montaigne Which questions does Levines poem raise about the possibility of knowing anothers experience? Is truth inaccessible, or does understanding another person require certain conditions? Which ones? 2:40 Read around and share responses 2:55 HW for tomorrow (explain two/three column RJ format) 1. What is Hard Work? Ask a family member to define hard work, or to describe a difficult work experience. Record in journal; then write your own response to this question (for you, is hard work physical, emotional, or cerebral in nature?). 2. Read Margaret Atwoods You Begin and Tim Kreiders In Praise of Not Knowing. For each reading, write down three quotations (and page number) in your journals followed by your thoughts and comments (at least 4 sentences) about the quotations.