1. English I Honors—November 16, 2015 Daily Warm-up: Write about a hobby, topic, or interest you are passionate about and explain why. Homework: – Reading Plus due Sunday at 11:59. – Revise Catalog poem. Continue work on pastime poem.

2. Unit 4 Embedded Assessment 1 Your assignment is to create a thematic poetry anthology that will include an introduction to the collection, seven or eight original poems with complementary visuals, and a reflection that explains the style and content of the work presented. complementary—combining two or more elements in ways that enhance both.

3. Creating a Poetry Anthology Rubric Scoring CriteriaExemplary IdeasThe anthology presents original poems with a clear tone; uses annotations to identify literary devices and to provide insightful analysis of purpose; insightfully introduces the collection of the work; clearly explains and provides examples of purpose, creative process, challenges, and use of symbolic visuals. StructureThe anthology contains all required elements, including a creative cover page and title, a complete table of contents, and symbolic visuals; shows appropriate and consistent poetic form. Use of LanguageThe anthology uses connotative words, figurative language, and compelling verbs to reinforce theme and to achieve a specific effect.

4. Review Catalog Poem A catalog poem brings together many different images and presents them for your attention in a poem format. Think of a catalog poem being like a store catalog that is filled with pictures of almost anything in the world you'd want to buy. In short, it is a LIST OF THINGS. It can but does not have to rhyme. And, it can be any length. Spring Snow melting Air warming Trees coming to life Flowers budding Birds singing Baseball season starting Everything turning green My favorite time of year Fear Fear of seeing a police car pull into the drive. Fear of falling asleep at night. Fear of not falling asleep. Fear of the past rising up. Fear of the present taking flight. Fear of the telephone that rings in the dead of night. Fear of electrical storms. Fear of the cleaning woman who has a spot on her cheek! Fear of dogs I've been told won't bite. Fear of anxiety! Fear of having to identify the body of a dead friend. Fear of running out of money. Fear of having too much, though people will not believe this. Fear of psychological profiles. Fear of being late and fear of arriving before anyone else. Fear of my children's handwriting on envelopes. Fear they'll die before I do, and I'll feel guilty. Fear of having to live with my mother in her old age, and mine. Fear of confusion. Fear this day will end on an unhappy note. Fear of waking up to find you gone. Fear of not loving and fear of not loving enough. Fear that what I love will prove lethal to those I love. Fear of death. Fear of living too long. Fear of death. I've said that.

5. Homework: Revise your catalogue poem: Consider what attitude toward your childhood you want to convey in the poem Make changes to add imagery and change diction to convey that attitude Adjust line breaks to add emphasis, increase rhythm, and create your desired effect Don’t erase or throw out the old version, I want to SEE the changes you make!

6. Sport, Hobbies, Talents, and Skills Free write to describe the pastime to someone who knows very little about it and share why you enjoy this activity.

7. Fast Break 1st Reading: Circle the diction that indicates the author is familiar with basketball jargon. 2 nd Reading: Circle all of the verbs and consider the effect of so many verbs in the poem. How would the effect be different if the verbs were in past tense?

8. Fast Break - Past Tense A hook shot kissed the rim and hung there, helplessly, but didn’t drop, and for once our gangly starting center boxed out his man and timed his jump perfectly, gathering the orange leather from the air like a cherished possession and spun around to throw a strike to the outlet who was already shoveling an underhand pass toward the other guard scissoring past a flat-footed defender who looked stunned and nailed to the floor

9. TWIST—The TWIST strategy is used to create a thesis statement in response to a text. When using this strategy, think specifically about how the tone, diction, imagery, and style convey a theme. TONE: What is the writer’s attitude toward the topic? WORD CHOICE: What specific words does the writer use to help convey the topic and attitude? IMAGERY: What imagery is especially significant for conveying the attitude and topic? STYLE: How do syntax, imagery, and diction work together to communicate the main idea? THEME: What is the author’s comment on the subject of the poem?

10. TWIST—The TWIST strategy is used to create a thesis statement in response to a text. When using this strategy, think specifically about how the tone, diction, imagery, and style convey a theme. TONE: What is the writer’s attitude toward the topic? It is admiring; it is a tribute WORD CHOICE: What specific words does the writer use to help convey the topic and attitude? “shot kisses the rim.” “times his jump perfectly,” “an orange blur/floating perfectly through the net” IMAGERY: What imagery is especially significant for conveying the attitude and topic? “laying it gently/against the glass for a lay-up.” “a high, gliding dribble,” “an underhand pass,” “floating perfectly” STYLE: How do syntax, imagery, and diction work together to communicate the main idea? “gathering the orange leather/from the air like a cherished possession.” The words kisses, lunges, spinning, shoveling, scissoring, swiveling, and floating convey fluidity and movement. THEME: What is the author’s comment on the subject of the poem? Hirsch uses the diction and imagery of basketball to show his admiration of a basketball player’s finesse and skill.

11. FAST BREAK by Edward Hirsch https://www.youtube.com/watch?v=7BfgleFAya Y

12. Write Your Own Write a poem about a pastime you feel passionate about. Consider carefully how you create line breaks Choose precise words (especially verbs) Use imagery Mark your poems to show where you used purposeful diction/imagery and the effect

13. Example Horizontal, the majorettes march in straight lines perfectly tossing in sync with painted smiles. Hand over hand, the majorettes pace in flawless time past frenzied kiddos snatching handfuls and handfuls of candy. Twirling Terms These words create the sense that the performance is very regimented, mechanical, and stiff. “Painted smiles” alludes to the idea that the majorettes are very robotic. This last line uses more active words to juxtapose the craziness of the children at the parade to the majorettes. Putting the prepositions at the end of the line emphasizes the nouns by themselves, making the poem less active and more regimented.