1. Poetry Portfolio Due Feb 3
2. Finish Inherit the Wind Writing Assignment #1- 5 paragraph essay. Typed.
3. Finish (2) vocab sheets
Monday, January 27, 2014
Poetry Portfolio
Poetry Portfolio Due Feb. 3
Cover:
- Original title
- Your name
- Be creative!
Table of Contents
Page 1:
- Definition of Catalog poem
- Example of Catalog Poem ("Daily"/ "Woman Work")
Page 2:
- Your own Catalog Poem
- Decorations/image, etc Required on each page!!!!
Page 3:
- Definition of End Rhyme, Metaphor, Alliteration
- Example poem using metaphor ("Hope is the thing..")
Page 4:
- Your own poem using Metaphor
Page 5:
- Your version of "Fourteen"
Page 6:
- The poem you already annotated or a new poem you annotated
Page 7 & 8
- Your two shape poems
Pages 9, 11 & 13
- Information on a famous poet of your choice (total of 3 poets). One may be song lyrics.
- For each poet, include:
- Background info. on poet. Well written paragraph
- A poem by that poet
- Your response to the poet's poem- well written paragraph
- What is poem about
- Who is the speak
- What is the theme/main idea
- What emotion is the poet trying to convey
Pages 10, 12 & 14
- Your own poem mimicking the stye or theme of your chosen poem by your famous poet
Monday, January 13, 2014
Poetry Continued
Homework Due January 20
1. Write your own Concrete Poem (Visual Poem)
Concrete poetry or shape poetry is poetry in which the typographical arrangement of words is as important in conveying the intended effect as the conventional elements of the poem, such as meaning of words, rhythm, rhyme and so on.
2. Write your own poem where you experiment with line breaks and white space, or they can revisit a poem they wrote earlier in the unit and revise it with line breaks and white space in mind. This can be a shape poem or a poem in stanza form.
3. Complete the Lesson and Activities on "Identity" below.
Sample Lesson: Identity
Focus Question: How do poets express themes of self and identity in their work?
Teaching Point: To learn how to deconstruct, understand, compare and contrast two poems that speak of what it means to be an American.
Materials Needed:
“I Hear America Singing” by Walt Whitman - http://www.americanpoems.com/poets/waltwhitman/13228
“I, Too Sing America” by Langston Hughes http://www.poets.org/viewmedia.php/prmMID/15615
Copies of Venn Diagram
The Audrey Lorde poem "Hanging Fire," that we read in class, dealt with a personal and individual sense of identity, the two poems introduced today speak to a broader understanding of identity – the American identity.
Background about the two poems and poets:
Walt Whitman lived from 1819-1892 and lived some of his life in Brooklyn and Manhattan; Langston Hughes lived from 1902-1967 and spent some of his life in Harlem. Walt Whitman, incidentally, was one of Langston Hughes’ favorite poets.
As you read:
Listen for how the speaker in each poem adds to the meaning of the poem. Remember, speaker and author/poet are different. The speaker in the poem is a persona, or character, the author pretends to be in the poem. The author of the poem is the person who wrote the poem
Directions:
1. Read aloud the Whitman poem first.
2. Answer the following using complete sentences:
Teaching Point: To learn how to deconstruct, understand, compare and contrast two poems that speak of what it means to be an American.
Materials Needed:
“I Hear America Singing” by Walt Whitman - http://www.americanpoems.com/poets/waltwhitman/13228
“I, Too Sing America” by Langston Hughes http://www.poets.org/viewmedia.php/prmMID/15615
Copies of Venn Diagram
The Audrey Lorde poem "Hanging Fire," that we read in class, dealt with a personal and individual sense of identity, the two poems introduced today speak to a broader understanding of identity – the American identity.
Background about the two poems and poets:
Walt Whitman lived from 1819-1892 and lived some of his life in Brooklyn and Manhattan; Langston Hughes lived from 1902-1967 and spent some of his life in Harlem. Walt Whitman, incidentally, was one of Langston Hughes’ favorite poets.
As you read:
Listen for how the speaker in each poem adds to the meaning of the poem. Remember, speaker and author/poet are different. The speaker in the poem is a persona, or character, the author pretends to be in the poem. The author of the poem is the person who wrote the poem
Directions:
1. Read aloud the Whitman poem first.
2. Answer the following using complete sentences:
-
Who does the speaker represent?
-
What does the speaker care about?
-
What is the tone of the poem?
-
How does the speaker feel about the America he hears singing?
-
Who is the America that Whitman hears? Who is not included?
-
Can you relate to this poem? Why or why not?
-
If you could visualize the poet speaking what would that look like/sound
like?
3. Read the Langston Hughes poem aloud.
4. Answer the same questions posed above.
5. Complete a Venn Diagram noting how the two poems are alike or different: http://www.math-aids.com/cgi/pdf_viewer_10.cgi?script_name=venn_2set_graphic.pl&lines=1&language=0&memo=&answer=1&x=89&y=19
6. Write a poem about what you think it means to be an American
4. Answer the same questions posed above.
5. Complete a Venn Diagram noting how the two poems are alike or different: http://www.math-aids.com/cgi/pdf_viewer_10.cgi?script_name=venn_2set_graphic.pl&lines=1&language=0&memo=&answer=1&x=89&y=19
6. Write a poem about what you think it means to be an American
Monday, January 6, 2014
Poetry week two
Homework
1. Complete your version of "I am fourteen" using your actual age (based on "Hanging Fire")
2. Annotate a poem of your choice, from the list of choices below. See directions for annotating a poem below
3. Use the example from "Mentor" to help with this assignment.
Choose one poem to annotate from this list:
“Mentor” by Thomas Murphy at http://www.loc.gov/poetry/180/163.html
“Wheels” by Jim Daniels http://www.loc.gov/poetry/180/021.html
“The Meadow” by Kate Knapp Johnson
http://www.loc.gov/poetry/180/033.html
“In the Well” by Andrew Hudgins http://www.loc.gov/poetry/180/041.html
“Otherwise” by Jane Kenyon http://www.loc.gov/poetry/180/050.html
“Lesson” by Forest Hamer http://www.loc.gov/poetry/180/059.html
“I’ve Been Known” by Denise Duhamel http://www.loc.gov/poetry/180/065.html
“My Life” by Joe Wenderoth http://www.loc.gov/poetry/180/079.html
“Hate Poem” by Julie Sheehan. http://www.loc.gov/poetry/180/127.html
“Before the World Intruded” by Michele Rosenthal
http://www.loc.gov/poetry/180/148.html
“Kyrie” by Tomas Tranströmer http://www.loc.gov/poetry/180/166.html
“End of April” by Phillis Levin http://www.loc.gov/poetry/180/178.html
You will read your selected poem "closely and deeply." By practicing this strategy, you will be able to analyze poems for
greater understanding and appreciation as well as identify theme.
Annotating the text:
Active readers think while they read and take notes about
what they are reading and thinking. Annotating text is what you did when you used simple marks to describe their thoughts after reading a poem (in class today).
You are now going to annotate the text by writing your thoughts while reading. The thoughts should be written right next to the
text that you are thinking about (as opposed to using a separate page).
As you read you should think about what you are reading – what
questions come to mind? What confuses you? What conclusions are you drawing? What are you feeling? What do you imagine/see as you read the
word/line/poem/? Look for parts, phrases, words, or sentences
that reveal something they think is important. You can underline these lines and
write their thoughts about them onto the paper. They can also ask questions of
the text.
Here are some explicit ways to annotate text:
-Underline or circle important words (words that surprise you, or words that
create strong pictures in your mind as you read)
-Write your thoughts/conclusions/interpretations in the margin
-Write a short summary at the end
-Write a question: what is confusing? What are you wondering about?
-Write what you think is the most important feeling conveyed
-Draw a picture of what you are thinking or imagining
-Comment on a word or phrase that conveys a strong image or feeling
Example Close Reading using "The Mentor"
“Mentor” by Thomas Murphy at http://www.loc.gov/poetry/180/163.html
First: read
the poem aloud once, give yourself time to think about the poem and then read
it again.
Then, Consider the title of the poem – “The Mentor.” What
is a mentor? [teacher, adviser, etc.]
Now focus your attention on the dedication – Who do they think Robert Francis might be? Why might a poet
dedicate a poem to someone?
Think about: What is the speaker in the poem feeling sorry about
or regretting? How do you know this?
Finally, what might be the theme of this poem?
Perhaps: If I knew then what I know now, I would have appreciated my
mentor/teacher. Or: as time passed someone regrets not letting an important
person know how important they were.
Choose one poem to annotate from this list:
Annotating the text:
Active readers think while they read and take notes about what they are reading and thinking. Annotating text is what you did when you used simple marks to describe their thoughts after reading a poem (in class today).
You are now going to annotate the text by writing your thoughts while reading. The thoughts should be written right next to the text that you are thinking about (as opposed to using a separate page).
As you read you should think about what you are reading – what questions come to mind? What confuses you? What conclusions are you drawing? What are you feeling? What do you imagine/see as you read the word/line/poem/? Look for parts, phrases, words, or sentences that reveal something they think is important. You can underline these lines and write their thoughts about them onto the paper. They can also ask questions of the text.
Here are some explicit ways to annotate text:
-Underline or circle important words (words that surprise you, or words that create strong pictures in your mind as you read)
-Write your thoughts/conclusions/interpretations in the margin
-Write a short summary at the end
-Write a question: what is confusing? What are you wondering about? -Write what you think is the most important feeling conveyed
-Draw a picture of what you are thinking or imagining
-Comment on a word or phrase that conveys a strong image or feeling
Example Close Reading using "The Mentor"
“Mentor” by Thomas Murphy at http://www.loc.gov/poetry/180/163.html
“Wheels” by Jim Daniels http://www.loc.gov/poetry/180/021.html
“The Meadow” by Kate Knapp Johnson http://www.loc.gov/poetry/180/033.html
“In the Well” by Andrew Hudgins http://www.loc.gov/poetry/180/041.html
“Otherwise” by Jane Kenyon http://www.loc.gov/poetry/180/050.html
“Lesson” by Forest Hamer http://www.loc.gov/poetry/180/059.html
“I’ve Been Known” by Denise Duhamel http://www.loc.gov/poetry/180/065.html
“My Life” by Joe Wenderoth http://www.loc.gov/poetry/180/079.html
“Hate Poem” by Julie Sheehan. http://www.loc.gov/poetry/180/127.html “Before the World Intruded” by Michele Rosenthal http://www.loc.gov/poetry/180/148.html
“Kyrie” by Tomas Tranströmer http://www.loc.gov/poetry/180/166.html
“End of April” by Phillis Levin http://www.loc.gov/poetry/180/178.html
“Wheels” by Jim Daniels http://www.loc.gov/poetry/180/021.html
“The Meadow” by Kate Knapp Johnson http://www.loc.gov/poetry/180/033.html
“In the Well” by Andrew Hudgins http://www.loc.gov/poetry/180/041.html
“Otherwise” by Jane Kenyon http://www.loc.gov/poetry/180/050.html
“Lesson” by Forest Hamer http://www.loc.gov/poetry/180/059.html
“I’ve Been Known” by Denise Duhamel http://www.loc.gov/poetry/180/065.html
“My Life” by Joe Wenderoth http://www.loc.gov/poetry/180/079.html
“Hate Poem” by Julie Sheehan. http://www.loc.gov/poetry/180/127.html “Before the World Intruded” by Michele Rosenthal http://www.loc.gov/poetry/180/148.html
“Kyrie” by Tomas Tranströmer http://www.loc.gov/poetry/180/166.html
“End of April” by Phillis Levin http://www.loc.gov/poetry/180/178.html
You will read your selected poem "closely and deeply." By practicing this strategy, you will be able to analyze poems for
greater understanding and appreciation as well as identify theme.
Annotating the text:
Active readers think while they read and take notes about what they are reading and thinking. Annotating text is what you did when you used simple marks to describe their thoughts after reading a poem (in class today).
You are now going to annotate the text by writing your thoughts while reading. The thoughts should be written right next to the text that you are thinking about (as opposed to using a separate page).
As you read you should think about what you are reading – what questions come to mind? What confuses you? What conclusions are you drawing? What are you feeling? What do you imagine/see as you read the word/line/poem/? Look for parts, phrases, words, or sentences that reveal something they think is important. You can underline these lines and write their thoughts about them onto the paper. They can also ask questions of the text.
Here are some explicit ways to annotate text:
-Underline or circle important words (words that surprise you, or words that create strong pictures in your mind as you read)
-Write your thoughts/conclusions/interpretations in the margin
-Write a short summary at the end
-Write a question: what is confusing? What are you wondering about? -Write what you think is the most important feeling conveyed
-Draw a picture of what you are thinking or imagining
-Comment on a word or phrase that conveys a strong image or feeling
Example Close Reading using "The Mentor"
“Mentor” by Thomas Murphy at http://www.loc.gov/poetry/180/163.html
First: read the poem aloud once, give yourself time to think about the poem and then read it again.
Then, Consider the title of the poem – “The Mentor.” What is a mentor? [teacher, adviser, etc.]
Now focus your attention on the dedication – Who do they think Robert Francis might be? Why might a poet dedicate a poem to someone?
Think about: What is the speaker in the poem feeling sorry about or regretting? How do you know this?
Finally, what might be the theme of this poem? Perhaps: If I knew then what I know now, I would have appreciated my mentor/teacher. Or: as time passed someone regrets not letting an important person know how important they were.
First: read the poem aloud once, give yourself time to think about the poem and then read it again.
Then, Consider the title of the poem – “The Mentor.” What is a mentor? [teacher, adviser, etc.]
Now focus your attention on the dedication – Who do they think Robert Francis might be? Why might a poet dedicate a poem to someone?
Think about: What is the speaker in the poem feeling sorry about or regretting? How do you know this?
Finally, what might be the theme of this poem? Perhaps: If I knew then what I know now, I would have appreciated my mentor/teacher. Or: as time passed someone regrets not letting an important person know how important they were.
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