1. Please fill out Student Profile
Welcome
Use the powerpoint “Welcome” on the first day of school
Please fill out Student Profile

2. Rules etc

3. Computer shortcuts ctl-c copy ctl-v paste ctl-x cut ctl-z undo
ctl-s save
ctl-i italics
ctl-b bold
ctl-u underline
ctl-a select all
alt-tab switches between open programs
Day 2 of school

4. Computer shortcuts
“Click” – “shift click” selects all text between clicks
“select – do”
Edit -> paste special -> unformatted text

5. reminders Never work in an untitled document
Always save (name) your document at the beginning
Save your work often (ctl-s)

6. Make a professional gmail account
www. google.com
Click: gmail
Click: Create an account
Put in your real first and last name
type a Desired Login Name that is like your real name
Click: check availability
Add a meaningful number or period if necessary and try again until you find an available username
Review the suggestions under password strength

7. Make a security question
Such as… Write my own question
“Where do I go to High School”
Type in text in the box
I accept
Show me my account

8. Make a google doc (document)
Click: Documents
Remind me later
Create New -> Document
Type in in your full name and class period
Click “Untitled Document”
Rename it “your name and Poetic Elements”
eg. Roberto Salazar Poetic Elements
Show students an example of a student’s work

9. Share the google doc with your teacher
Click: share
Under “add People”
Type in:
Leave as “Can edit”
Click share -> close
Make sure you know your password

10. Question of the Day What is poetry?
In your google doc, describe what you think makes a poem a poem.
Last assignment for day 2

11. Stopping by Woods on a Snowy Evening by Robert Frost page 741
Whose woods these are I think I know. His house is in the village though; He will not see me stopping here To watch his woods fill up with snow. My little horse must think it queer To stop without a farmhouse near Between the woods and frozen lake The darkest evening of the year. He gives his harness bells a shake To ask if there is some mistake. The only other sound's the sweep Of easy wind and downy flake. The woods are lovely, dark and deep. But I have promises to keep, And miles to go before I sleep, And miles to go before I sleep.
Day 3. Make a quick reading of the poem for character, setting, plot, rhyme scheme. What is the effect of repeating the last line?

12. Question of the day
What is poetry?

13. Poetic form Last line rhymes First word in each line is capitalized
Poetry is written in verse
Poetic Lines:
Each line is a phrase or sentence = end stopping
Sentence continues on the next line = enjambment
End stopping:
Humpty Dumpty sat on a wall.
Humpty Dumpty had a great fall.
Enjambment:
I think that I shall never see
A poem lovely as a tree.
In the last example, if the first line was considered alone, it would be stating that the speaker is blind.

14. Why do poets use simile’s, metaphors, and personification?
Simile: my love is like a rose
Metaphor: my love is a rose
Personification: the rose slapped me in the face
Explain how a metaphor is deeper (more symbolic) comparison than a simile. Explain how a personification is even more complex because it makes the item being compared come “alive” with human qualities.

15. comparisons Abstract vs Concrete Desk? Chair? Ceiling? Air?
Can air knock down a house?
Air is often used symbolically to represent spirituality because it cannot be seen, but it is necessary for life
Freedom?

16. Abstract vs concrete Love? A Rose?
Is love easy to understand or difficult to understand?
Is a rose easy to understand or difficult?
My love is like a rose.
Comparison helps make an abstract concept easier to understand
Guide students into understanding how poets use similes and other figurative language to help the reader understand difficult abstract ideas

17. freedom Easy to understand or difficult?
Do we take freedom for granted?
What concrete symbol helps us understand the abstract concept of freedom?
A flag.

18. “he came at me like a lion”
Abstract quality of bravery, ferociousness is understood

19. Figurative Language
Similes, metaphors, personification, hyperbole (exaggeration), understatement, irony – these are called “figures of speech” or “figurative language” and are not intended to be understood literally by the reader.
What is the effect of the use of figures of speech?
-add emphasis
- create clarity of meaning
- gives a freshness of expression
Explain the difference between “literal” and “figurative”

20. Sound devices What are some sound devices used in poems? rhymes?
Internal rhyme
Alliteration
Assonance
Explain how poems are meant to be read aloud and sound devices add to the “music” of a poem

21. Purpose of poetry Look at something in a different way
Help the reader understand something new
Discuss why writers write poems. Have the class find more reasons, beyond those above. eg.personal expression… creative use of imagination… artistic expression…

22. Recap
In you google doc, explain why poets use simile’s, metaphors, and personification.
Explain why poems contain sound devices.
Last assignment of day 3

23. Much Madness is divinest Sense by Emily dickinson page 456
To a discerning eye —
Much Sense — the starkest Madness —
’Tis the majority
In this, as All, prevail —
Assent - and you are sane —
Demur —you ’re straightway dangerous —
And handled with a Chain —
Day 4 discuss Rhyme scheme, slant rhyme (eye majority) , consonance and sound devices (madness sense / sense starkest madness) , diction, unusual punctuation and capitalization, imagery, irony, paradox, sarcasm, overstatement, internal slant ? (you’re dangerous)

24. Show how a Frayer model is made – this activity may be conducted as groupwork (2 students)

25. Make frayer Models for following words
Metrics Rhyme Scheme Internal slant Eye Rhyme Diction Controlling images Figurative language Understatement Overstatement Irony Paradox Sarcasm
Students may use google to look up definitions, examples.

26. In a Station of the Metro by Ezra Pound page 684
The apparition of these faces in the crowd;
Petals on a wet, black bough.
Day 5. Guide the class through an analysis of the poem for meaning.

27. Write a short poem (write in your google document)
Expectations:
First line capitalized
Last lines rhyme (has a rhyme scheme)
Includes a comparison (simile, metaphor, personification)
Includes imagery (words used to describe something that can be seen, hear, touched, smelled, tasted)
Looks at the subject in a new way
Be creative – use your imagination
End of day 5

28. America – Simon and Garfunkle
Describe how the song uses imagery to tell a story
Narrative elements (tells a story)
Imagery
Diction – word choice
Day 6. Listen to the song and discuss imagery and narrative aspects. Discuss use of dialogue to enhance the narrative.

29. Begin writing a long narrative poem
Create a new Google Doc
Rename the document “your name Narrative Poem”
30 lines minimum
Written in verse
Narrative elements (tells a story)
Figurative language (comparisons – simile, metaphor, personification, hyperbole)
Imagery – appeals to senses (sight, sound, smell, taste touch)
Diction (word choice) conveys a tone
Poetic elements – rhyme, verse, sound devices (alliteration, assonance, connance, onomatopoeia)
End of day 6

30. El Paso by Marty Robbins
Ballad – poem, usually put to music, tells a story
Poetic elements:
Imagery
Figurative language
Details used to make the audience visualize the setting and action
Day 7. Listen to the poem and discuss literary elements of the ballad.

31. 4 3 2 1
Narrative Elements
Poem tells a story and contains well defined character, setting, and conflict.
Poem tells a story contains effective character development, setting, and/or conflict.
Poem tells a story but contains vague development of character, setting, and/or conflict
Poem lacks a clear story; may lack central character, setting, and/or conflict.
Figurative Language and Imagery
Figurative language is varied and purposeful creates a strong image for the reader.
Figurative language is varied and sometimes purposeful to create an image for the reader.
Figurative language is present but does not effectively create an image for the reader.
Figurative language is not evident in the poem.
Diction/Word choice to convey tone
Words are carefully chosen to effectively convey a specific tone.
Word choice effectively begins to establish a tone.
Word choice somewhat establishes a tone.
Word choice is vague and generic and does not convey a tone.
Use of poetic elements and sound devices
Poem includes several poetic elements such as rhyme, verse, sound devices with at least one element used effectively.
Poem includes at least two poetic elements such as rhyme, verse, sound devices with some purposeful use.
Poem includes at least one poetic element such as rhyme, verse, sound devices but not purposefully.
Poem lacks use of poetic elements and sound devices.
Review the Rubric for the Narrative Poem

32. Continue to work on your Narrative Poem
Narrative Elements
Poem tells a story and contains well defined character, setting, and conflict.
Figurative Language and Imagery
Figurative language is varied and purposeful creates a strong image for the reader.
Diction/Word choice to convey tone
Words are carefully chosen to effectively convey a specific tone.
Use of poetic elements and sound devices
Poem includes several poetic elements such as rhyme, verse, sound devices with at least one element used effectively.
End of day 7

33. Question of the day
How do poets express themselves?
Day 8

34. Develop background knowledge to understand
Look up the following places and explain the significance of each
Austerlitz
Waterloo
Gettysburg
Ypres
Verdun
Split students into group and let each group quickly research each place

35. Grass by Carl Sandburg page 732
Pile the bodies high at Austerlitz and Waterloo,
Shovel them under and let me work--
I am the grass; I cover all.
And pile them high at Gettysburg
And pile them high at Ypres and Verdun.
Shovel them under and let me work.
Two years, ten years, and passengers ask the conductor:
What place is this?
Where are we now?
I am the grass.
Let me work.
Discuss controlling image (grass, work), speaker, theme (forgotten fallen soldiers, Nature vs man, lessons of history forgotten and repeated)

36. Open ended question Answer in your spiral
What is one theme of “Grass.” Use evidence from the text to support your response.
Write 3 sentences in your response.
In “Grass” by Carl Sandburg, [explain what you think the theme is]. In line [ ] the poet mentions “[your quotation here].” In other words [make a reasonable inference here].
Do not use the brackets [ ] in your response.
End of day 8. Students answer in their spirals for this assignment

37. Question of the day
How do poems tell a story?
Day 9

38. Finish your narrative poem today
Complete the Reflective Cover Page
Handout Reflective Cover Page

39. In your google doc Highlight your poem in the following way:
Figurative language GREEN (similes, metaphors, personification)
Imagery BLUE (sight, sound, smell, taste, touch)
Sound Devices LIGHT RED (alliteration, assonance, onomatopoeia, rhyme, onomatopoeia)
Tone words YELLOW (if you used a different word your poem would not be as good).
End of day 9. Metacognition activity

40. Question of the day
What does a reader have to do to understand a poem?
Day 10

41. The New Colossus by Emma Lazarus
Not like the brazen giant of Greek fame, 
With conquering limbs astride from land to land;
 Here at our sea-washed, sunset gates shall stand
 A mighty woman with a torch, whose flame
 Is the imprisoned lightning, and her name
 Mother of Exiles. From her beacon-hand
 Glows world-wide welcome; her mild eyes command
 The air-bridged harbor that twin cities frame.
 "Keep ancient lands, your storied pomp!" cries she
 With silent lips. "Give me your tired, your poor,
 Your huddled masses yearning to breathe free,
 The wretched refuse of your teeming shore.
 Send these, the homeless, tempest-tost to me,
 I lift my lamp beside the golden door!"
show “Statue of Liberty” powerpoint presentation

42. Have students work in groups to find 3 facts about each of the following:
The colossus at Rhodes
History of The Statue of Liberty
How to visit the Statue of Liberty
Ellis Island
The seven wonders of the Ancient World
Sonnets
Allusions
Greek myths
Etymology of the word “Colossus”
Colossus computer
Students can complete this activity on index cards, groups present their information to the class

43. Make Frayer Models for the following terms
Imagery
Allusion
Myth
poetic form
rhyme scheme
Sonnet

44. In your spiral
1 What class activity helped you to understand the poem “The New Colossus”?
2 Explain what allusion is being made in the poem.
End of day 10

45. Question of the day
What must a reader have to do to understand a poem?
Day 11

46. If we must dye by Claude McKay page 823
If we must die, let it not be like hogs Hunted and penned in an inglorious spot, While round us bark the mad and hungry dogs, Making their mock at our accursed lot. If we must die, O let us nobly die, So that our precious blood may not be shed In vain; then even the monsters we defy Shall be constrained to honor us though dead! O kinsmen we must meet the common foe! Though far outnumbered let us show us brave, And for their thousand blows deal one deathblow! What though before us lies the open grave? Like men we'll face the murderous, cowardly pack, Pressed to the wall, dying, but fighting back!
14 students come to the front of the class and recite a line from the poem. Students are grouped st and 3rd speaker stand one pace in front of the 2nd and 4th speaker. (Reapeat for next 2 groups of 4 students). This activity demonstrates rhyme scheme, and sonnet poetic form. The last two students are side by side to demonstrate a couplet.

47. In your spiral – open ended question
Explain how the rhyme scheme is used in a sonnet. Use evidence from the text to support your answer.
End of day 11

48. Test over literary elements
Day 12