Homework Due Feb 3

1. Poetry Portfolio Due Feb 3
2. Finish Inherit the Wind Writing Assignment #1- 5 paragraph essay.  Typed.
3. Finish (2) vocab sheets

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  

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:

• 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

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. 

Poetry Week 2

Homework: Due Dec. 16

1.  Independent Reading Project Due Dec. 16.  Be prepared to share with class.

2.  Quiz on Poetry Terms and Definitions:  Be able to define, identify the use of, and give an example of, each of the Poetry Terms from last week's blog poet.  (33 terms)

3.  Write an example of each of the poetry terms and definitions from last week's blog.  You may come up with your own or use an example you have found.  

Poetry Unit Week One

Overview

For this unit, each student will complete a Poetry Portfolio, due January 13, which will:

• Showcase the student's original poetry
• Define poetic terms
• Define some of the more popular types of poetry
• Showcase examples of different types/styles of poetry
• Allow each student to practice writing in different styles of poetry
• Give students the opportunity to analyze poetry & poetic of forms, and recognize poetic devices within poems  

Due December 9:

1. Complete the following Pages of your Poetry Portfolio:

• Page 1: Define Catalog Poem & Include an example of a Catalog Poem
• Page 2: Write your own Catalog Poem
• Page 3: Define End Rhyme, metaphor and alliteration.  Include an example of a poem that uses metaphor
• Page 4: Write your own poem using end rhyme, metaphor, and alliteration

2. .  Answer the (2) Critical Thinking Questions about "Woman Work" and "Daily" (see below)

3. Begin Poetry Portfolio

• Design Cover (Due Jan. 13)  
• Decorate with images, designs, colors.  Be creative.  Please do your best.
• Make an original title
• Include your name
• Begin Table of contents (Due Jan. 13)

4.  Work on Ind.. Reading Project. (Due Dec. 16)

 Due December 16: (you will have other homework Due. Dec. 16 besides just these definitions!)

1. Define the following poetic devices (type your definitions). .  Test on Dec. 16

• Alliteration
• Assonance
• Allusion
• Ambiguity
• Anaphora
• Anthropomorphism
• Archetype
• Assonance
• Carpe Diem
• Ellipsis
• Figure of Speech
• Irony
• Metaphor
• Onomatopoeia
• Oxymoron
• Palindrome
• Persona
• Poetic License
• Simile
• Symbol
• Tone

2.  Define the following terms of rhythm and meter in poetry. (type your definitions).   Test on Dec. 16

• Blank Verse
• Cadence
• Caesura
• End stop
• Foot
• Meter
• Rhyme
• Scansion (scan a line of poetry)
• Stress
• Syllable

3. Ind. Reading Project Due!

Catalog Poem 

Skills Focus
Literary Skills: Analyze the characteristics of catalog poems

Writing Skills: Write a catalog poem.

Make the Connection

Quickwrite

Make a list of the things that you do during an ordinary day. What is the first thing you do in the morning? What is the last thing you do before bed? What is your favorite part of the day? The following two poems tell about the things that people do every day. As you read, think about your list. How does it compare with the poems?

Literary Focus

Catalog Poem

You’ve probably seen the kind of catalogs that come from stores, filled with pictures of almost anything in the world you’d want to buy. Like those catalogs, a catalog poem brings together many different images and presents them for your attention. Unlike a retail catalog, though, a poem does not want you to part with your money; it wants you only to enter the poem and, with your imagination, share an experience with the speaker.

The repetition of images in a catalog poem creates a rolling rhythm when the poem is read aloud. Try reading the two poems that follow aloud, and see how the piling up of images creates the poems’ rhythmic beat.

Woman Work by Maya Angelou

I've got the children to tend
The clothes to mend
The floor to mop
The food to shop
Then the chicken to fry
The baby to dry
I got company to feed
The garden to weed
I've got shirts to press
The tots to dress
The cane to be cut
I gotta clean up this hut
Then see about the sick
And the cotton to pick.

Shine on me, sunshine
Rain on me, rain
Fall softly, dewdrops
And cool my brow again.

Storm, blow me from here
With your fiercest wind
Let me float across the sky
'Til I can rest again.

Fall gently, snowflakes
Cover me with white
Cold icy kisses and
Let me rest tonight.

Sun, rain, curving sky
Mountain, oceans, leaf and stone
Star shine, moon glow
You're all that I can call my own

Daily by Naomi Shihab Nye

These shriveled seeds we plant,
corn kernel, dried bean,
poke into loosened soil,
cover over with measured fingertips

These T-shirts we fold into
perfect white squares

These tortillas we slice and fry to crisp strips
This rich egg scrambled in a gray clay bowl

This bed whose covers I straighten
smoothing edges till blue quilt fits brown blanket
and nothing hangs out

This envelope I address
so the name balances like a cloud
in the center of sky

This page I type and retype
This table I dust till the scarred wood shines
This bundle of clothes I wash and hang and wash again
like flags we share, a country so close
no one needs to name it

The days are nouns:  touch them
The hands are churches that worship the world

Thinking Critically- Answer the following questions using complete sentences.  Due Dec. 9

1.  What does the catalog of images in “Woman Work” tell you about the life of the speaker? Where do you think she lives? What do you learn from the images in “Daily” about the life of its speaker?

2.    Both catalog poems list daily activities in a woman’s life, but the tone of each poem is different—the speakers express different attitudes toward their lives. How would you describe the tone of each poem? Is it complaining? bitter? angry? resigned? accepting? loving? joyful? Is it something else? Cite details from each poem to explain the tone you hear in it.

WRITING

My Day

Poetry Portfolio Entry #1: Catalog Poem (Due Dec. 9)

Write your own catalog poem that lists the things you do every day. Choose images that make your day come alive for the reader. You might want to imitate the structure of one of the poems in the following ways:

•              If you imitate “Woman Work,” begin with I’ve got… Then, list the things—such as “a bus to catch”—that you have to do.

•              If you imitate “Daily,” begin each line with These/This… Write, for example, “This heavy backpack I carry…”

How do you feel about your daily work? Try to express that feeling.

Metaphor, End Rhyme & Alliteration

"Hope" is the thing with feathers - (314)

BY EMILY DICKINSON

“Hope” is the thing with feathers -

That perches in the soul -

And sings the tune without the words -

And never stops - at all -

And sweetest - in the Gale - is heard -

And sore must be the storm -

That could abash the little Bird

That kept so many warm -

I’ve heard it in the chillest land -

And on the strangest Sea -

Yet - never - in Extremity,

It asked a crumb - of me.

WRITING

Poetry Portfolio Entry #2: Metaphor Poem (Due Dec. 9)

Using the structure of  "'Hope' is the thing with feathers" as a basis for your own poem, choose a metaphor that is meaningful to you.  Be sure to include end rhyme and alliteration.  

Example:

Bliss is the rays of sunshine -

that pour into my room -

And wake me from my slumber _

And make me dream - of noon -

Descriptive Essay & Narrative Essay

Due  Dec. 2:

1. Descriptive Essay

• Typed, MLA format, 1 - 2 pages
• Topic: Describe something (your choice) without directly stating what it is.  
• Topic Ideas: 
• The sunset
• The carnival/rides area of the fair
• A beautiful spot in nature
• Caught in a rainstorm
• Watching a baby animal play
• Include descriptive writing that appeals to the five senses: smell, taste, hearing, sight, touch.
• Use descriptive language to make the reader really feel as if they are there - what does it look like, smell like, feel like.
• Sample Descriptive Essay: http://www.irsc.edu/uploadedFiles/Students/AcademicSupportCenter/WritingLab/E7-Descriptive-Essay-Guidelines.pdf

2. Narrative Essay

• Typed, MLA format, 2-3 pages
• Topic: Tell a story about something that has happened to you, your opinions, your ideas, or your response to something.   You may tell the story form the first person (I)  point of view.
• Topic Ideas:


• When I Got Lost
• If I Could Change One Thing About Me
• If I Could Be Somebody Else for a Day
• My Hero
• The Most Beautiful Thing in the World
• My Greatest Accomplishment
• The Hardest Thing I Ever Had to Do
• The Best News I Ever Received

3. Reminder: Independent Reading Project #2 Due Dec. 16

Descriptive Essays

Summary:

The Modes of Discourse—Exposition, Description, Narration, Argumentation (EDNA)—are common paper assignments you may encounter in your writing classes. Although these genres have been criticized by some composition scholars, the Purdue OWL recognizes the wide spread use of these approaches and students’ need to understand and produce them.

What is a descriptive essay?

The descriptive essay is a genre of essay that asks the student to describe something—object, person, place, experience, emotion, situation, etc. This genre encourages the student’s ability to create a written account of a particular experience. What is more, this genre allows for a great deal of artistic freedom (the goal of which is to paint an image that is vivid and moving in the mind of the reader).

One might benefit from keeping in mind this simple maxim: If the reader is unable to clearly form an impression of the thing that you are describing, try, try again!

Here are some guidelines for writing a descriptive essay.

• Take time to brainstorm

If your instructor asks you to describe your favorite food, make sure that you jot down some ideas before you begin describing it. For instance, if you choose pizza, you might start by writing down a few words: sauce, cheese, crust, pepperoni, sausage, spices, hot, melted, etc. Once you have written down some words, you can begin by compiling descriptive lists for each one.

• Use clear and concise language.

This means that words are chosen carefully, particularly for their relevancy in relation to that which you are intending to describe.

• Choose vivid language.

Why use horse when you can choose stallion? Why not use tempestuous instead of violent? Or why not miserly in place of cheap? Such choices form a firmer image in the mind of the reader and often times offer nuanced meanings that serve better one’s purpose.

• Use your senses!

Remember, if you are describing something, you need to be appealing to the senses of the reader. Explain how the thing smelled, felt, sounded, tasted, or looked. Embellish the moment with senses.

• What were you thinking?!

If you can describe emotions or feelings related to your topic, you will connect with the reader on a deeper level. Many have felt crushing loss in their lives, or ecstatic joy, or mild complacency. Tap into this emotional reservoir in order to achieve your full descriptive potential.

• Leave the reader with a clear impression.

One of your goals is to evoke a strong sense of familiarity and appreciation in the reader. If your reader can walk away from the essay craving the very pizza you just described, you are on your way to writing effective descriptive essays.

• Be organized!

It is easy to fall into an incoherent rambling of emotions and senses when writing a descriptive essay. However, you must strive to present an organized and logical description if the reader is to come away from the essay with a cogent sense of what it is you are attempting to describe.

Narrative Essays

What is a narrative essay?

When writing a narrative essay, one might think of it as telling a story. These essays are often anecdotal, experiential, and personal—allowing students to express themselves in a creative and, quite often, moving ways.

Here are some guidelines for writing a narrative essay.

• If written as a story, the essay should include all the parts of a story.

This means that you must include an introduction, plot, characters, setting, climax, and conclusion.

• When would a narrative essay not be written as a story?

A good example of this is when an instructor asks a student to write a book report. Obviously, this would not necessarily follow the pattern of a story and would focus on providing an informative narrative for the reader.

• The essay should have a purpose.

Make a point! Think of this as the thesis of your story. If there is no point to what you are narrating, why narrate it at all?

• The essay should be written from a clear point of view.

It is quite common for narrative essays to be written from the standpoint of the author; however, this is not the sole perspective to be considered. Creativity in narrative essays often times manifests itself in the form of authorial perspective.

• Use clear and concise language throughout the essay.

Much like the descriptive essay, narrative essays are effective when the language is carefully, particularly, and artfully chosen. Use specific language to evoke specific emotions and senses in the reader.

• The use of the first person pronoun ‘I’ is welcomed.

Do not abuse this guideline! Though it is welcomed it is not necessary—nor should it be overused for lack of clearer diction.

• As always, be organized!

Have a clear introduction that sets the tone for the remainder of the essay. Do not leave the reader guessing about the purpose of your narrative. Remember, you are in control of the essay, so guide it where you desire (just make sure your audience can follow your lead).