MONDAY,
OCTOBER 29
Mon., Oct. 29, 2012
Expository Text Analysis
“How do I read an expository text
and understand it?”
Don’t
forget to
section
this
space
off!
Q:
C:
R:
DO NOW:
1. Receive a handout from Mrs. C.
2. Read the article. DO NOT ANSWER THE ?’s.
3. Paste the article into your notebook using an anchor tab,
and fold it in half if need be.
4. Underneath the article (or in an empty space on the
same page), write down 1 QCR (1 question, 1 connection,
and 1 reflection)
TODAY:
• Changes to Friday’s Notes
• Review purposes of
expository writing
• Review DO NOW
• Article Analysis (& Video?)
• Quiz over Expository
Notes
What you need:
• Pen/pencil
• Scissor and glue
• Notebook
• YOUR BRAIN!
REMINDERS:
• Write the EQ in your
agenda!
• Panther Prep every
Wednesday
• Vocab Quiz #7 on
Thursday
Fri., Oct. 26, 2012
Expository Texts
Organizational Patterns
“How is an expository text organized?”
“Why are expository texts written?
Expository writing is used to take an idea
and expand on that idea in order to:
• Persuade – convince the audience to do
something
• Inform – give new insight about a topic or issue
• Explain - give details or steps on how to
complete a task
• Describe – give details about a subject or
main idea
Write your
questions
here!
LOOK BACK TO FRIDAY’S
NOTES AND MAKE THESE
CHANGES!!!
Mon., Oct. 29, 2012
Expository Text Analysis
“How do I read an expository text
and understand it?”
You
don’t
have to
section
this off
for
today.
Q:
C:
R:
DO NOW:
1. Receive a handout from Mrs. C.
2. Read the article. DO NOT ANSWER THE ?’s.
3. Paste the article into your notebook using an anchor tab,
and fold it in half if need be.
4. Underneath the article (or in an empty space on the
same page), write down 1 QCR (1 question, 1 connection,
and 1 reflection)
REVIEWING THE DO NOW:
1. What was your QCR?
Let’s take a look at:
ANALYZING
AN
EXPOSITORY
PIECE
1.
What is this piece about?
This piece is about…
2.
What is the author’s position on the topic? Find the
sentence toward the beginning of the piece that states
what the author is talking about and that the rest of the
piece connects back to. (We will do this together as a
class.)
The author’s position is that… He states that …
3.
List 3 points that the article contains that relates back to
the sentence that you wrote down for #2.
• One reason is
• A second reason is
• A third reason is
4. Explain how this piece is organized and why.
5. What is the point of this piece…what should the take-away
be for the reader?
“Analyzing Expository
Writing”
1.
With your partner, answer the
questions at the bottom of your
handout. YOU MUST COPY THE
PARTS IN RED AS A PART OF
YOUR ANSWER.
2.
Compare your answers with that
of a neighboring pair. What/how
did you answer
similarly/differently?
1.
What is this piece about?
This piece is about…
•
The dangers of overfeeding pets
•
Why people shouldn’t overfeed their pets
•
What could happen if you overfeed your pet
2.
What is the author’s position on the topic? Find the
sentence toward the beginning of the piece that states
what the author is talking about and that the rest of the
piece connects back to. (We will do this together as a class.)
•
The author thinks that people should not overfeed their
pets. He says, “Doing so (letting your pet eat as it wants)
can be very hazardous to the health of your pet.”
3.
List 3 points, or reasons, that the article contains that
relates back to the sentence that you wrote down for #2.
• One reason is because pets can develop heart problems.
• A second reason is because your pet may develop
arthritis.
• A third reason is overfeeding can result in liver disease.
4. Explain how this piece is organized.
This piece is organized where the author introduces the
cause of animal owners not paying attention to how
they feed their pets, and then he uses the rest of the
piece to explain the effects of this cause.
5. What is the point of this piece…what should the take-away
be for the reader?
To avoid harmful affects to a loved animal, pet owners
should take precautions when feeding their pets.
“Analyzing Expository
Writing”
1.
With your partner, answer the
questions at the bottom of your
handout.
2.
Compare your answers with that
of a neighboring pair. What/how
did you answer
similarly/differently?
Mon., Oct. 29, 2012
Expository Organizational
Patterns
“How does the organization of a text make it
effective?”
Don’t
forget to
section
this
space
off!
TODAY:
• “Four Sides”; Review
Organizational Patterns
• Review DO NOW
• Article Analysis & Video
• Quiz over Expository
Notes
What you need:
• Pen/pencil
• Scissor and glue
• Notebook
• YOUR BRAIN!
DO NOW:
1.
2.
3.
4.
Receive a handout from Mrs. C.
Read the article.
Paste the article into your notebook using an
anchor tab.
Underneath the article, write down 1 QCR (1 question,
1 connection, and 1 reflection)
REMINDERS:
• This is the beginning of a
new grading
period…report cards come
out at the end of this
week
• Vocab Quiz #6 will be on
Friday instead of Thursday
Let’s take a look at:
A CAUSE AND
EFFECT
SITUATION
Obie,
The
Obese
Dog
As you watch the clip:
1.
2.
Write down
one
cause/effect
situation.
Explain how
the author of
the article
“The Dangers
of OverFeeding Your
Pet” could use
this clip?
http://www.cleanvideosearch.
com/media/action/yt/watch?vi
deoId=7VA3i6ncQis
Obie,
The
Obese
Dog
Now, choose one
paragraph from the
article to rewrite and
insert information
gathered from this
clip.
http://www.cleanvideosearch.
com/media/action/yt/watch?vi
deoId=7VA3i6ncQis
TUESDAY,
OCTOBER 30
Tues., Oct. 30, 2012
Expository Text Analysis
“How do I read an expository text
and understand it?”
Don’t
forget to
section
this
space
off!
Q:
C:
R:
DO NOW:
1. Receive a handout from Mrs. C.
2. Read the article. DO NOT ANSWER THE ?’s.
3. Paste the article into your notebook using an anchor tab,
and fold it in half if need be.
4. Underneath the article (or in an empty space on the
same page), write down 1 QCR (1 question, 1 connection,
and 1 reflection)
TODAY:
• “I See You” (Avatar theme
song) by Leona Lewis
• Review purposes of
expository writing
• Review DO NOW
• Article Analysis (& Video?)
• Quiz over Expository
Notes
What you need:
• Pen/pencil
• Scissor and glue
• Notebook
• YOUR BRAIN!
REMINDERS:
• Write the EQ in your
agenda!
• Panther Prep every
Wednesday
• Vocab Quiz #7 on
Thursday
Tues., Oct. 30, 2012
Expository Text Analysis
“How do I read an expository text
and understand it?”
You
don’t
have to
section
this off
for
today.
Q:
C:
R:
DO NOW:
1. Receive a handout from Mrs. C.
2. Read the article. DO NOT ANSWER THE ?’s.
3. Paste the article into your notebook using an anchor tab,
and fold it in half if need be.
4. Underneath the article (or in an empty space on the
same page), write down 1 QCR (1 question, 1 connection,
and 1 reflection)
REVIEWING THE DO NOW:
1. What was your QCR?
Let’s take a look at:
ANALYZING
AN
EXPOSITORY
PIECE
1. What is this piece about?
This piece is about…
2. What is the author’s position on the topic? Find
a sentence or two that shows what the author’s
position is and shows what the rest of the article
will relate back to.
The author’s position is…. He/She states
that…
3. How does the author support his/her position.
The author supports his opinion by…
4. Complete the chart below. (on a later slide)
5. How is this piece organized?
This piece is organized….
6. What is the point of this piece…what should the
take-away be for the reader?
The point of this piece is…
“Analyzing Expository
Writing”
1.
With your partner, answer the
questions at the bottom of your
handout. YOU MUST COPY THE
PARTS IN RED AS A PART OF
YOUR ANSWER.
2.
Compare your answers with that
of a neighboring pair. What/how
did you answer
similarly/differently?
1. What is this piece about?
This piece is about…
a young boy having the opportunity to live a normal life at school. She
states that, “Devon’s parents knew that there was no way the young
boy would be able to survive in a normal classroom…until they heard
about this incredible avatar.”
2. What is the author’s position on the topic? Find a sentence or two that
shows what the author’s position is and shows what the rest of the article
will relate back to.
The author’s position is….
…that thanks to a robotic device, a young boy has the
opportunity to enjoy the near- normal school life that he thought
he would never have.
3. How does the author support his/her position.
The author supports her opinion by…
…showing how the robotic device’s two-way audio/visual
capabilities allows for the boy to be a part of the school setting
4. Complete the chart below. (on a later slide)
5. How is this piece organized?
This piece is organized….
…by connecting the reader to a common sentiment about school,
then presenting the problem that … has, and finally showing how
the problem was overcome. The author also shows the downside
to the situation, but the positives are presented to outweigh the
negatives.
6. What is the point of this piece…what should the take-away be for the
reader?
The point of this piece is…
…every child should have the opportunity to engage in a normal
childhood while at school.
“Analyzing Expository
Writing”
1.
With your partner, answer the
questions at the bottom of your
handout. YOU MUST COPY THE
PARTS IN RED AS A PART OF
YOUR ANSWER.
2.
Compare your answers with that
of a neighboring pair. What/how
did you answer
similarly/differently?
What does it say?
(Summarize it into your own words.)
Paragraph
1
Paragraph
2
Paragraph
3
Why does the author say this?
(Explain why the author put this information in this
paragraph.)
Although people complain
about it, school is actually a
place where we enjoy going
because we get to see our
friends and have some level
of freedom.
The author is hooking the
reader by connecting to our
sense of familiarity about
school…whether we liked it
or not, we have all had some
ambivalent feelings toward
school, and yet looked
forward to each new year.
The author introduces
us to Devon and the
host of allergy issues
that he faces that
prevent him from
going to school.
The author gives this information
so that the reader now feels
some empathy for Devon.
Although the reader may not
have liked school, he/she still
(more than likely) led a fairly
normal childhood that allowed
him/her to go to school and have
friends.
The author gives details
about the technology that
turned out to be a solution to
Devon’s inability to have a
normal childhood by going to
school.
The author gives these details to
show that Devon does, in fact,
lead a life parallel to that of
another 2nd grader, even though
he is confined to his home.
“Analyzing Expository
Writing” (question #4)
1.
With your partner, answer the
questions at the bottom of your
handout. YOU MUST COPY THE
PARTS IN RED AS A PART OF
YOUR ANSWER.
2.
Compare your answers with that
of a neighboring pair. What/how
did you answer
similarly/differently?
What does it say?
(Summarize it into your own words.)
Paragraph
4
Paragraph
5
The author gives the
alternative side to
Devon’s situation by
sharing what his is still
not capable of doing,
even though he has
the avatar.
The author uses humor to
lighten the graveness of
Devon’s inability to consume
most foods. She jokes that he
does not have to eat
vegetables. She wraps it up by
touching on the fact that he
hopes to lead a more normal
life one day.
Why does the author say this?
(Explain why the author put this information in this
paragraph.)
The author gives this
information to show that
although his life may have
drastically been improved
with the use of this
technology, the technology
cannot replace everything.
There are still limitations
and precautions that Devon
must take.
The author uses humor to
maintain a connection with
the reader and maybe to
encourage the reader to
realize that , although Devon
has limitations, his life is not
all that bad.
“Analyzing Expository
Writing” (question #4)
1.
With your partner, answer the
questions at the bottom of your
handout. YOU MUST COPY THE
PARTS IN RED AS A PART OF
YOUR ANSWER.
2.
Compare your answers with that
of a neighboring pair. What/how
did you answer
similarly/differently?
DEVON
CARROW
and the
VGo
ROBOT
WEDNESDAY,
OCTOBER 31
Wed., Oct. 31, 2012
Expository Text Analysis
“How do I read an expository text
and understand it?”
DO NOW: “What Character is It?”
Don’t
forget to
section
this
space
off!
DO NOW: (follow these directions and complete this in your notebook)
1. Draw a big circle for the head. Add in ears on either side by drawing tiny
half-circles with nothing inside them.
2. Draw a wavy "3" shape for the hair. It should lie flat in the middle of the
head, right above where the eyebrows will go.
3. Add facial features. Draw eyebrows that look like short, upside down smiles,
two dots for eyes, a backwards "C" shape for the nose between the eyes, and a
big, somewhat crooked smile that stretches across the character’s face.
4. Draw the body like a bottle but with a wider neck. The body should be fairly
round in shape, with no differentiation between articles of clothing, so don't
include a line of separation or anything like that.
5. Add a short arm with three round fingers on the left side and two short
legs. Draw flat ovals (that look like potatoes) for the feet.
6. Sketch the clothes. These should be a simple, short-sleeved shirt with a
collar and a stripe. Add baggy shorts. Draw a line on the legs for socks.
7. Color and outline your drawing using yellow and black for the shirt, blue
for the socks and shorts, and brown for the shoes.. Make sure no excess
guidelines remain.
CAN YOU GUESS WHAT CHARACTER THIS SHOULD BE A PICTURE OF?
TODAY:
• Review DO NOW
• Dance Steps
• Expository Article Analysis
• Instructional Activity
What you need:
• Pen/pencil
• Scissors, glue, colored
pencils/markers/crayons
• Notebook
• YOUR BRAIN!
REMINDERS:
• Write the EQ in your
agenda!
• Panther Prep every
Wednesday
• Vocab Quiz #7 on
Thursday
What was difficult
in doing this?
What was easy?
http://www.wikihow.com/Draw-Charlie-Brown
So
….
Watch this video to see
if you can follow the
steps!
http://www.cleanvideos
earch.com/media/actio
n/yt/watch?videoId=m8
aDILocjZI
you
think
you
can…
Let’s take a look at:
ANALYZING
AN
EXPOSITORY
PIECE
1. Receive a handout from Mrs. C.
2. Read the article. DO NOT ANSWER THE ?’s.
3. Paste the article into your notebook using an anchor tab,
and fold it in half if need be.
4. Underneath the article (or in an empty space on the
same page), write down 1 QCR (1 question, 1 connection,
and 1 reflection)
REVIEWING THE DO NOW:
1. What was your QCR?
1. What is this piece about?
This piece is about…
2. What is the author’s position (or goal) on the topic?
Find and underline a sentence or two that shows
what the author’s position is and shows what the
rest of the article will relate back to. Rewrite that
sentence as your text evidence for the author’s
position.
The author’s position is…. He/She states that…
3. How does the author support his/her position.
The author supports his opinion by…
4. How is this piece organized? Highlight key words that
show you how this piece is organized.
This piece is organized….
5. What is the point of this piece…what should the
take-away be for the reader?
The point of this piece is…
“Analyzing Expository
Writing”
1.
Receive and read the handout on
“How to Make a Balloon Ghost”
2.
With your partner, answer the
following questions.
1. What is this piece about?
This piece is about…making a Halloween ghost craft.
2. What is the author’s position (or goal) on the topic? Find
and underline a sentence or two that shows what the
author’s position is and shows what the rest of the article
will relate back to. Rewrite that sentence as your text
evidence for the author’s position.
The author’s position is…. that making a Halloween ghost
can be a fun and simple project. He/She states that…”a
Halloween ghost is cool and easy craft for anyone of any
age to make, and it can be done in four easy steps.”
3. How does the author support his/her position.
The author supports his opinion by…going through
directions on how to make a Halloween ghost.
4. How is this piece organized? Highlight key words that show
you how this piece is organized.
This piece is organized….in sequential order because it
tells you what to do first, second, and so on.
5. What is the point of this piece…what should the take-away
be for the reader?
The point of this piece is…that making a Halloween craft
can be fun and easy.
“Analyzing Expository
Writing”
1.
Receive and read the handout on
“How to Make a Balloon Ghost”
2.
With your partner, answer the
following questions.
Let’s take a look at:
FOLLOWING
THE
DIRECTIONS
OF A
“HOW-TO”
PIECE
Halloween is often a fun time for young people because there are so many exciting (and
scary) things to see and do. One of those exciting things is to make a Halloween ghost. A
Halloween ghost is a cool craft for anyone of any age to make, and it can be done in four
easy steps.
Before you begin making the Halloween ghost, you will need to gather five supplies:
•
•
•
•
•
A white balloon
Scissors
2 white plastic grocery bags
Tape
A black marker
Once you have gathered the supplies, then you may begin to make the ghost.
First, take the grocery bags and cut the handles off of them. Next, starting on the
opposite end of the bag’s seam, cut strips of medium to thick widths all the way up until you
have about a 1” distance between the end of the strips and the seam of the bag. Once you
have the strips cut, blow up your white balloon. Hold the balloon so that the tied end is at
the top. Then, starting a few inches from the bottom, tape the seamed end of the plastic bags
going around the balloon as though you were putting a skirt on it. Once you have taped the
bags to the balloon, take the black marker and give your ghost a face. If you plan on
hanging the ghost up as a decoration, then the last step is to tie a string to the top of the
ghost, hang it up, and watch it hover!
Making Halloween decorations is another way to have good holiday fun. You can do this
by yourself or with friends and family. Either way, you are sure to have a festive time and a
cool product to show for it.
“How to Make a
Halloween Ghost”:
1. Collect the necessary
materials from Mrs. C.
2. Then follow the
directions from the article
to see if you can make a
Halloween Ghost!
THURSDAY,
NOVEMBER 1
Thurs., Nov. 1, 2012
Expository Text Analysis
“How do I edit an expository text for clarification?”
Don’t
forget to
section
this
space
off!
DO NOW:
Review for your vocabulary quiz.
TODAY:
• Vocab Quiz 7
• Review/Revise an
Expository Text
What you need:
• Pen/pencil
• Notebook
• YOUR BRAIN!
REMINDERS:
• Write the EQ in your
agenda!
• Panther Prep every
Wednesday
• Vocab Quiz #7 on
Thursday TODAY!
• CBA #1 on next
WEDNESDAY!!!
Thurs., Nov. 1, 2012
Expository Text Analysis
“How do I edit an expository text for clarification?”
Revision of “How to Make a Halloween Ghost”
Don’t
forget to
section
this
space
off!
DO NOW:
1. Look at the expository piece from yesterday (“How to Make a
Halloween Ghost”.
2. Reflect on what was easy and/or difficult for you while you
were completing this task.
3. In your notebook, rewrite the entire paragraph with changes
that you think would help to improve the effectiveness of this
piece. You may take out, add, or change words and sentences in
order to do this.
TODAY:
• Vocab Quiz 7
• Review Expository Texts
• Revise an Expository Text
What you need:
• Pen/pencil
• Notebook
• YOUR BRAIN!
REMINDERS:
• Write the EQ in your
agenda!
• Panther Prep every
Wednesday
• Vocab Quiz #7 on
Thursday TODAY!
• CBA #1 on next
WEDNESDAY!!!
Halloween is often a fun time for young people because there are so many exciting
(and scary) things to see and do. One of those exciting things is to make a Halloween
ghost. A Halloween ghost is a cool craft for anyone of any age to make, and it can be
done in four easy steps.
Before you begin making the Halloween ghost, you will need to gather five
supplies:
•
•
•
•
•
A white balloon
Scissors
2 white plastic grocery bags
Tape
A black marker
Once you have gathered the supplies, then you may begin to make the ghost.
First, take the grocery bags and cut the handles off of them. Next, starting on the
opposite end of the bag’s seam, cut strips of medium to thick widths all the way up
until you have about a 1” distance between the end of the strips and the seam of the
bag. Once you have the strips cut, blow up your white balloon. Hold the balloon so
that the tied end is at the top. Then, starting a few inches from the bottom, tape the
seamed end of the plastic bags going around the balloon as though you were putting a
skirt on it. Once you have taped the bags to the balloon, take the black marker and
give your ghost a face. If you plan on hanging the ghost up as a decoration, then the
last step is to tie a string to the top of the ghost, hang it up, and watch it hover!
Making Halloween decorations is another way to have good holiday fun. You can
do this by yourself or with friends and family. Either way, you are sure to have a
festive time and a cool product to show for it.
“Rewriting How to Make a
Halloween Ghost”
1. After completing your
revision, share it with your
partner and offer
constructive feedback on
how the piece was changed.
2. After everyone has had an
opportunity to share with
his/her partner, we will
discuss this in whole group.
FRIDAY,
NOVEMBER 2
Fri., Nov. 2, 2012
Poetry Analysis
“How do I write a response to a poem?”
DO NOW: “Execution”
Don’t
forget to
section
this
space
off!
DO NOW:
“Execution”
Read and think about the word above.
Write one QCR about this word! (Yes, that’s right! Write a
question about this word. Write a connection to this word. And
write a reflection about this word. Go ahead. You can do it.
Don’t ask me, “How are we supposed to do this?”…Don’t whine
and complain. Take a few moments. Let your mind mull over the
word (What does it mean? When have you heard it before? What does it look like?),
and then go for it. =)
TODAY:
• Vocab Quiz 7
• Review Expository Texts
• Revise an Expository Text
What you need:
• Pen/pencil
• Notebook
• YOUR BRAIN!
REMINDERS:
• Write the EQ in your
agenda!
• Panther Prep every
Wednesday
• Vocab Quiz #8 on
Thursday !
• CBA #1 on next
WEDNESDAY!!!
Let’s take a look at:
ANALYZING A
POEM
Execution by Edward Hirsch
The last time I saw my high school football coach
He had cancer stenciled into his face
Like pencil marks from the sun, like intricate
Drawings on the chalkboard, small x's and o's
That he copied down in a neat numerical hand
Before practice in the morning. By day's end
The board was a spiderweb of options and counters,
Blasts and sweeps, a constellation of players
Shining under his favorite word, Execution,
Underlined in the upper right-hand corner of things.
He believed in football like a new religion
And had perfect unquestioning faith in the
fundamentals
Of blocking and tackling, the idea of warfare
Without suffering or death, the concept of
teammates
Moving in harmony like the planets — and yet
Our awkward adolescent bodies were always
canceling.
The flawless beauty of Saturday afternoons in
September,
Falling away from the particular grace of autumn,
The clear weather, the ideal game he imagined.
And so he drove us through punishing drills
On weekday afternoons, and doubled our
practice time,
And challenged us to hammer him with forearms,
And devised elaborate, last-second plays — a
fleaFlicker, a triple reverse — to save us from defeat.
Almost always they worked. He despised losing
And loved winning more than his own body,
maybe even
More than himself. But the last time I saw him
He looked wobbly and stunned by illness,
And I remembered the game in my senior year
When we met a downstate team who loved
hitting
More than we did, who battered us all afternoon
With a vengeance, who destroyed us with timing
And power, with deadly, impersonal authority,
Machine-like fury, perfect execution.
Execution by Edward Hirsch
The last time I saw my high school football coach
He had cancer stenciled into his face
Like pencil marks from the sun, like intricate
Drawings on the chalkboard, small x's and o's
That he copied down in a neat numerical hand
Before practice in the morning. By day's end
The board was a spiderweb of options and counters,
Blasts and sweeps, a constellation of players
Shining under his favorite word, Execution,
Underlined in the upper right-hand corner of things.
He believed in football like a new religion
And had perfect unquestioning faith in the fundamentals
Of blocking and tackling, the idea of warfare
Without suffering or death, the concept of teammates
Moving in harmony like the planets — and yet
Our awkward adolescent bodies were always canceling.
The flawless beauty of Saturday afternoons in September,
Falling away from the particular grace of autumn,
The clear weather, the ideal game he imagined.
And so he drove us through punishing drills
On weekday afternoons, and doubled our practice time,
And challenged us to hammer him with forearms,
And devised elaborate, last-second plays — a fleaFlicker, a triple reverse — to save us from defeat.
Almost always they worked. He despised losing
And loved winning more than his own body, maybe even
More than himself. But the last time I saw him
He looked wobbly and stunned by illness,
And I remembered the game in my senior year
When we met a downstate team who loved hitting
More than we did, who battered us all afternoon
With a vengeance, who destroyed us with timing
And power, with deadly, impersonal authority,
Machine-like fury, perfect execution.
“Execution” by Edward
Hirsch:
1.
2.
Read the poem
Answer the following
questions in your
notebook:
•
What is this piece
about?
What is the author’s
purpose in writing this
piece?
How does the author
use language to
express his/her
purpose?
What could the takeaway (theme) be?
•
•
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Execution by Edward Hirsch
The last time I saw my high school football coach
He had cancer stenciled into his face
Like pencil marks from the sun, like intricate
Drawings on the chalkboard, small x's and o's
That he copied down in a neat numerical hand
Before practice in the morning. By day's end
The board was a spiderweb of options and counters,
Blasts and sweeps, a constellation of players
Shining under his favorite word, Execution,
Underlined in the upper right-hand corner of things.
He believed in football like a new religion
And had perfect unquestioning faith in the fundamentals
Of blocking and tackling, the idea of warfare
Without suffering or death, the concept of teammates
Moving in harmony like the planets — and yet
Our awkward adolescent bodies were always canceling.
The flawless beauty of Saturday afternoons in September,
Falling away from the particular grace of autumn,
The clear weather, the ideal game he imagined.
And so he drove us through punishing drills
On weekday afternoons, and doubled our practice time,
And challenged us to hammer him with forearms,
And devised elaborate, last-second plays — a fleaFlicker, a triple reverse — to save us from defeat.
Almost always they worked. He despised losing
And loved winning more than his own body, maybe even
More than himself. But the last time I saw him
He looked wobbly and stunned by illness,
And I remembered the game in my senior year
When we met a downstate team who loved hitting
More than we did, who battered us all afternoon
With a vengeance, who destroyed us with timing
And power, with deadly, impersonal authority,
Machine-like fury, perfect execution.
“Execution” by Edward
Hirsch:
In your group, share your
answers to the questions. You
may edit your responses based
on the responses/feedback from
your peers.