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2/25/14 Happy Tuesday  DO NOW: GLUE IN ALL PAGES OF POETRY PACKET INTO YOUR NOTEBOOK. And…. NEW SEATS!  Objective: Students will learn how to read poetry.

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Presentation on theme: "2/25/14 Happy Tuesday  DO NOW: GLUE IN ALL PAGES OF POETRY PACKET INTO YOUR NOTEBOOK. And…. NEW SEATS!  Objective: Students will learn how to read poetry."— Presentation transcript:

1 2/25/14 Happy Tuesday  DO NOW: GLUE IN ALL PAGES OF POETRY PACKET INTO YOUR NOTEBOOK. And…. NEW SEATS!  Objective: Students will learn how to read poetry and deepen their ability to use metacognition in reading. Mind1 : Content & Theme: Americans on the American Experience aka the Human Condition  What is happening literally & metaphorically? Mind 2 : Writing Poetry as a craft  Which poetic devices does the writer use to convey meaning?  How to Read a Poem (p3)  Read: William Carlos Williams, “This is Just to Say” (p7)  Read: Billy Collins, “To My Favorite Seventeen Year-Old High School Girl”“To My Favorite Seventeen Year-Old High School Girl”  Annotate (talk to the) Text and Discussion HW: Schools of Poetry Research --Each person at your table should choose 3 schools of poetry to research. Make sure you have all of the schools covered by at least two people.

2 2/27-28 Happy Block Day  Objective: Students will deepen their knowledge of the different Schools of Poetry through American Literary History by sharing their research with table groups.  Jigsaw Schools of Poetry: Each person at the table should pick two of the schools to read on the handout and prepare notes in the chart. You will then share your notes with the rest of the group members.  Reflect: Which group seems most appealing in terms of its philosophy and ideals to you and why? Which group is least appealing and why?  Inspiration Poem: Beau Sia “Asian Invasion”“Asian Invasion” Ethan ? “title unknown”“title unknown”  Think/Pair/Share: If you were to describe some of the most awesome and most challenging aspects of being an American or living in America today, what would you include? How do Americans view America today? Include DIFFERENT perspectives  Create a found poem that captures your feelings about one of the ideas in the brainstorm.  HW: Draft an original poem (1) taking inspiration from your Found poem for focus. Bring a typed copy or your laptop to class on Friday.

3 2/28 Happy Friday!  Objectives:  Students will provide feedback on poem drafts on specific poetic devices.  Students will explore poetry that explores elements of the American identity. Peer Feedback Steps: Read the poem through one time without any editing. On the second read: provide feedback on diction (word choice), On the third read: look at structure (stanza, sentence structure, punctuation, use of enjambment (line break).  Read, annotate and discuss Billy Collins’ “The Lanyard”“The Lanyard”  HW: Read & annotate poems about having dreams: “Saturday at the Canal” by Gary Soto, “Dreams” and “Harlem” by Langston Hughes;  Draft a poem about your perspective on some aspect of the American Dream.  Bring draft to class on Tuesday.

4 3/3 Happy Monday!  Prep for Writers Week Visits  Put your name on the writing sample.  Read the piece of writing submitted by the writers together.  Talk to the Text and capture questions, connections, ideas, images about the writing.  Create three questions for the writer about him/her, the process of writing, or anything that is not related to the content of the piece.  I will collect these from you. Let‘s play “Who is this writer?” 3 rd period: Dan Archer Links https://medium.com/the-nib/2ccaa09f01d4 illustrated-reportage-to-cover-human-trafficking-in-nepals-brick-kilns/  HW: Continue drafting your poem about some perspective on the American Dream. Due tomorrow.

5 3/4/14 Writers Week Happy Tuesday! 1 st period  Poems Discussion  Re-read the three poems on page 9 together as a table. Review “How to Read a Poem” on page 4.  At your tables– Discuss: 1.Who is the speaker? How do you know? What did you read? 2.What is the literal meaning of the poem? How do you know? What did you read? 3.What is your interpretation (under the surface meaning) of the poem? How do you know? What did you read? 4.What is the writer doing with figurative language, form, diction, style that helps inform your understanding? Where is it in the poem?  Be prepared to share your thinking to the class.  Sharing of Poem Drafts  Repeat above process.  Feedback for improvement.  HW: Preview all poems on page 10 (handout) for tomorrow: “We Wear the Mask”, “I Cry” and “Barbie and Ken 101”

6 3/4/14 Writers Week Happy Tuesday 2 nd and 3 rd period  Writer Visits  2 nd period Whitney Miller  3 rd period Dan Archer  HW: Preview poems on Page 10: “We Wear the Mask”, “I Cry”, and “Barbie and Ken 101”.

7 3/5-3/6 Block Day WRITERS WEEK  Poetry Theme: Oppression/Corruption of American Ideals  Writer visits: 2 nd : Norman Zelaya (9:40-10:25) 1 st : Lindsey Tam Holland (9:00-9:45) 3 rd : Lindsey Tam Holland (10:05-10:50) 2 nd half of class watch Dead Poet’s Society HW: Read, Annotate : “We Wear the Mask” by Paul Laurence Dunbar “I Cry” by Tupac Shakur “Barbie & Ken 101” by Rafael CasalBarbie & Ken 101 Draft: Poem about corruption/oppression -- type and bring all drafts to class Friday.

8 3/6-7 Block Day Generative Drafting Process  Draft: Poem about corruption/oppression of American values/ideals. (3)  Brainstorm different ways that you/others are oppressed OR the way you see corruption in society. (pick one or the other for the time being)  Choose one of the forms of oppression or corruption from your brainstorm.  Don’t use the name directly but describe in detail and with concrete images a specific time when you experienced that oppression or they way you perceive this form of corruption.  How does this corruption/oppression help people? Who, specifically, does it help?  How does it hurt people? Who, specifically, does it hurt?  Personify this oppression/corruption: If it had human qualities, what would it do? Ex. Prejudice strings a weak man up like a puppet.  Create a simile or metaphor.  Take all the content you just generated and see what you can draft as a first try at your poem. HW: Finish draft started in class, type and bring all to class Friday.

9 3/7/13- Happy Friday! Poetry Workshop: Poetry Theme: American Values  Writer Visits:  1 st : Rosalie Moffett  3 rd :NoViolet Bulawayo  2 nd period:  Read & Annotate: “A Child Said, What is the Grass?” by Walt Whitman (p12) We will discuss this on Monday.  Read only: “Money” by Poetri and “Hoeing” by John Updike HW: Revise Poetry; Find a current event/article from the news about a topic that you care about and bring to class on Monday.

10 3/7/13- Happy Friday! Revised Drafts From a distance I can see the shock on her face. She sits. She waits. She stares at the smacking of the fins, back and forth as they try and try and try to get her to breathe. But she won’t. I can see her thoughts of nothing and blankness, she watches them yell. They don’t disturb her. Nothing will. She stares at the percussion of the boat, up and down as they try and try and try to get him to breathe. But he won’t. I can see her emotion of emptiness and fear, she watches them yell. They don’t make sense. Nothing will. From a distance I can see it envelop her. She breaks. And all she can do is wait.

11 3/7/13- Happy Friday! Revised Drafts Inextricable (working title) I am scarred and scraped Naked flesh cleaved from ivory bone leaves my insides raw and exposed Wounds are supposed to heal over time But if they heal, why does the pain linger? They simply scab over leaving scars? Healed on the outside, an indelible reminder But the mark is still a constant companion Uninvited, unwanted Inside still injured… Who’s got their claws in me? Nameless, faceless, hardly worth remembering Still, the claws remain.

12 3/7/13- Happy Friday! Revised Drafts Prayer for a woman This morning on the radio, I heard that each day the Pope prays for one billion souls. How many of those souls are women? I think we have earned our own special prayer. So much depends on a woman. Prayer for a woman: I pray that you have sleep in safety and peace-- So that when the world wakes you And lays its infinite burdens upon you You can meet the obligations with Dignity Wisdom Resolve

13 3/10/14- Happy Monday! Poetry Theme: Contemporary Issues ALL NOTEBOOKS WILL BE COLLECTED ON MONDAY MARCH 17t h (A week from today, the same day your poetry collections are due!)  Current Events: Sharing and Poem Inspiration  Re-read your article. Highlight or write down a “golden line” from the article.  At your tables, share each of your current events; discuss the following:  What is the current event about? Why did you choose this particular article?  What are you thinking about in terms of a poem– what matters to you? What do you feel yourself wanting to “say” about the issue? HW: Develop a draft of your contemporary issue poem. Bring draft to class tomorrow. Read & Annotate: “A Child Said, What is the Grass?” by Walt Whitman (p12) We will discuss this on Tuesday. Read only: “Money” by Poetri and “Hoeing” by John Updike

14 My SFD I want to write a happy poem I want to write a happy poem. I see the children, bouncing along innocently, A blur of bright colored backpacks and light up shoes, On the way to school each morning. The idyllic bubble of illusion embracing them. Parents holding tightly to hands, hoods, heads, whatever they can manage to grab, If only for the moment I want to write a happy poem for them. About them. But all that comes to mind Is how innocent they are, And how calamitous this world can be. A tortured soul walks into Sandy Hook Elementary And with a spray of bullets and a flood of terror kills my happy poem. Sixteen lives. Sixteen poems that will never be written. Sixteen lost dreams. I want to write a happy poem.

15 3/11/14- Happy Tuesday!  Reading Assessment will be on block day next week!  ALL NOTEBOOKS WILL BE COLLECTED ON MONDAY MARCH 17 th  Poetry Collections Due: Monday March 17 th  One short paragraph per poem explaining REVISIONS.  Operation Gratitude  Analysis & Discussion : “A Child Said, What is the Grass?” by Walt Whitman (p12) How poets talk about Poetry: Read Mark Doty’s Discussion of “What is the Grass?”  Read, Annotate, & Discuss “One Today...” by Richard Blanco (p13)One Today HW: Develop & Revise Poetry Collection (use poetry rubric!) Bring all drafts of poems on Block Day!

16 3/12/13- Happy Block Day! Analyzing Poems through writing  Read “The Wood Pile” by Robert Frost.  Look closely at annotated copy of “The Wood Pile”  Look at model paragraph and outline for “The Wood Pile”  Read and Annotate “Tell all the truth” by Emily Dickinson (p15), complete a full written analysis 1-ish pages in your notebooks. (This will be part of your reading assessment grade.) HW: Finish poem analysis; Revise poetry collection

17 3/15- Happy Friday!  Please work on revising your poems. This will be your last/final opportunity to get feedback on your drafts prior to turning them in.  Use the rubric(s) in your Poetry Packet to review at least two other students’ work.  Scorer- put your name on the rubric of the poet you are scoring  Use the poet’s (Student A) rubric to score their poem. The next person to score student A’s poem should use the same rubric, but use a different color pen to mark their scores

18 3/18- Happy Monday!  Did you upload your final drafts of your poems to Turnitin.com yet? If not, you have until 11:59pm tonight to do so.  Please organize your poems as follows:  Final draft Poem 1, previous drafts  Final draft Poem 2, previous drafts  Etc…  Staple all drafts together  Select the poem you will share with the class.  The Great Gatsby Research & Web quest assignmentWeb quest  To be completed and due in class on Monday 3/25  HW: Web quest and Research Assignment

19 3/18- Happy Tuesday!  Did you upload your final drafts of your poems to Turnitin.com by 11:59pm last night? Please make sure you are enrolled in the right class. If not, your poetry assignment will be lowered a full grade. Sorry… no exceptions. TII.com  Finish Poetry Sharing  EAP Explanation/Prompt discussion  60 mins. Total time  College Preparation assessment  Save $$, Save time  UC/CSU– other private colleges  Summarize argument, crafts a stance with reasons.  HW: Web quest and Research Assignment, due in class on Monday 3/25


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