Poetry

=February 2= =Bellwork: What is the best thing about your poetry portfolio? What is the worst?=

= = = = =February 1= =Start working... your portfolio is due at the end of class today.= Submit stuff for printing [|here].

= = = = = = = A message for Renee J. from 6th period: =

January 28, 2010
Bellwork
 * Find all of your poems. We did these in class:
 * own version of "hood" (bully poem)
 * line a day
 * verb poem
 * exactly 30 words/syllables poem
 * haiku
 * clothing-event-feeling poem
 * something you can't do any more poem
 * Pick your five favorite.
 * Read each one twice; make it better.
 * Give each one a title.
 * Type your five poems.
 * Save them to your account.
 * Fill in a poetry reflection for each poem. ([|poetry_reflection_template.doc])
 * Save the reflections to your account.
 * Type in the poems you responded to.
 * Save the poems to your account.
 * Type a specific table of contents. Use the to-do list you created yesterday to get proper page numbers.
 * Example
 * 3. Table of Contents
 * 4. "The Road Not Taken" by Robert Frost
 * 6. "Old Snake" by Pat Mora
 * 8. "Odyssey" by Homer
 * 10. "Sonnet 13" by William Shakespeare
 * 12. "The Man he Killed" by Thomas Hardy
 * 14. "Love" by Laura Hearnsberger
 * 16. "Summertime" by Laura Hearnsberger
 * 18. "Bully" by Laura Hearnsberger
 * 20. "Around the Corner" by Laura Hearnsberger
 * 22."If I Could Fly" by Laura Hearnsberger
 * 24. Literary Terms Glossary
 * 25. Works Cited
 * Copy and paste all of your typed stuff into one Word document called "Complete Poetry Portfolio_First_Last"
 * Submit it to the [|homework drop box].
 * Meet with Ms. Hearnsberger to get it printed.
 * Make your book.
 * Write your name on the back.
 * Glue your printed stuff into it.
 * Decorate the cover.
 * Update your to-do list.

Bellwork

 * ======Do your line a day #12.======
 * ======If you did not take your vocabulary test yesterday, study and get out something to write with.======
 * ======Get out a sheet of paper. It can be attached to your spiral, but it needs to be fresh.======


 * Activities**
 * Bellwork
 * Vocabulary Test 4 makeup (not everyone)
 * Poetry Portfolio - Final product due this Friday!
 * Five published poems, typed (one can be a song)
 * Five poetry responses
 * Five original poems, typed (you wrote these)
 * Own poetry reflections, typed (reflections on poems you wrote). Click here for a template: [|poetry_reflection_template.doc]
 * What visual image was brought to mind by the poem? Describe it.
 * What is the most important thing you about the //speaker// in the poem. How do you let the reader know?
 * What is the most important word, phrase or idea in the text? Explain.
 * Do you think this poem is a good one? Why or why not?
 * What other literary work (poem, play, film, story, etc.) does this text call to mind? What is the work and what is the connection you see between the two
 * Poetry terms glossary
 * Click here for a breakdown of each page: [|poetry portfolio breakdown.pdf]


 * Goals**
 * Use elements of text to defend your responses
 * Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding

January 26, 2010 Bellwork: Do your line a day # 11, then study for your vocabulary test. If you were absent yesterday, get your list of words ready to go; you will be working on flash cards while everyone else is taking the test.


 * Activities**
 * Bellwork
 * Vocabulary Test 4
 * Poetry Portfolio - Final product due this Friday!
 * Five published poems, typed (one can be a song)
 * Five poetry responses
 * Five original poems, typed (you wrote these)
 * Own poetry reflections, typed (reflections on poems you wrote).
 * What visual image was brought to mind by the poem? Describe it.
 * What is the most important thing you about the //speaker// in the poem. How do you let the reader know?
 * What is the most important word, phrase or idea in the text? Explain.
 * Do you think this poem is a good one? Why or why not?
 * What other literary work (poem, play, film, story, etc.) does this text call to mind? What is the work and what is the connection you see between the two
 * Poetry terms glossary


 * Goals**
 * Use elements of text to defend your responses
 * Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding

January 25, 2010 Bellwork: What are you obsessed with? What would take the meaning out of your life if it were gone? Write that poem. Extra challenge: make it a haiku (three line poem. The first and last line have 5 syllables. The middle line has seven syllables.).


 * Activities**
 * Bellwork
 * Line a day #10
 * Next to 10, make up a line to a poem
 * A tip: Appeal to the sense of touch. (Today I added "It was so tiny and precious. I was holding nothing as tightly as I could.").
 * Store the paper for tomorrow
 * SAT Vocabulary
 * Work on your Poetry Portfolio
 * Five published poems, typed (one can be a song)
 * Five poetry responses
 * Five original poems, typed (you wrote these)
 * Poetry terms glossary


 * Goals**
 * Use elements of text to defend your responses
 * Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding

January 22, 2010 Work on your Poetry Portfolio
 * Five published poems, typed (one can be a song)
 * Five poetry responses
 * Five original poems, typed (you wrote these)
 * Poetry terms glossary

January 21, 2010 Bellwork: Make a list of poetry vocabulary words and definitions.


 * Activities**
 * Bellwork
 * SAT Vocabulary
 * Line a day #8
 * Next to 8, make up a line to a poem
 * A tip: Make up a paradox (seems impossible, but it is possible). (Today I added "I am my mother's mother.").
 * Store the paper for tomorrow
 * Poetry response check; you should have four.
 * Poetry Portfolio work
 * add to poetry vocabulary
 * type in poems/songs
 * type own poems
 * make sure poetry responses are good.


 * Goals**
 * Use elements of text to defend your responses
 * Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding

January 20, 2010 Bellwork: What would you hope someone reading a poem you wrote thinks about you?


 * Activities**
 * Bellwork
 * SAT Vocabulary
 * Line a day #7
 * Next to 7, make up a line to a poem
 * A tip: Make a metaphor about an article of clothing. (Today I added "My shirt is from the Starship Enterprise.").
 * Store the paper for tomorrow
 * Poetry response - you should have at least four or five by the end of class.


 * Goals**
 * Use elements of text to defend your responses
 * Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding

January 19, 2010 Bellwork: Get out a book and find a poem or short story that you like.


 * Activities**
 * Bellwork
 * SAT Vocabulary
 * Line a day #6
 * Next to 6, make up a line to a poem
 * A tip: Personify an emotion (Today I added "My sadness kicked me in the belly.").
 * Store the paper for tomorrow
 * //*Borrowed-verb poem//
 * //Pick a poem or passage that you admire, and steal its verbs. (Or just steal your favorites.)//
 * //Make a list of these verbs (on a fresh sheet of paper), then try to use them all in your own poem.//
 * //Feel free to change the forms of the verbs (past to present tense, infinitive to participle, etc.), but for the sake of the challenge, try not to change their order.//
 * Poetry response

= = = = = = = =
 * Goals**
 * Use elements of text to defend your responses
 * Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding

January 15, 2010 Bellwork Make up one of each:
 * Simile
 * Metaphor
 * Personification


 * Activities**
 * Bellwork
 * Line a day #5
 * Next to 5, make up a line to a poem
 * A tip: Describe a sound (Today I added "The leaves crunched under my feet.").
 * Store the paper for tomorrow
 * //*Quicklist//
 * //Create three columns with the following headings://
 * //an article of clothing//
 * //an event//
 * //a feeling or emotion//
 * //Fill them in with a bunch of different options//
 * //Pick one thing from each column and freewrite about them.//
 * //Go over what you've written with a highlighter, and mark the best moments.//
 * //Turn the highlighted bits into a poem.//


 * Goals**
 * Use elements of text to defend your responses
 * Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding

January 14, 2010 Bellwork: Write a poem that is at least 20 words long, in which each word has only one syllable.


 * Activities**
 * Bellwork
 * SAT Vocabulary
 * Line a day #4
 * Next to 4, make up a line to a poem
 * A tip: Describe a smell (Today I added "I was reminded of being a kid at the pool by the smell of chlorine mixed with coconut").
 * Store the paper for tomorrow
 * Dataset


 * Goals**
 * Use elements of text to defend your responses
 * Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding

January 13, 2010 Bellwork: What is the first thing you want people you meet to find out about you? The last? Why?


 * Activities**
 * Bellwork
 * SAT Vocabulary
 * Line a day #3
 * Next to 3, make up a line to a poem
 * A tip: write an original metaphor or simile (Today I added "Imagine seeing that this has become of your lovely bride").
 * Store the paper for tomorrow
 * Poetry Response
 * your lyrics
 * haiku


 * Goals**
 * Use elements of text to defend your responses
 * Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding.

January 12, 2010 Bellwork: What is the single most important quality for a friend to have? Why?


 * Activities**
 * Bellwork
 * SAT Vocabulary
 * Line a day #2
 * Next to 2, make up a line to a poem
 * A tip: write an original metaphor or simile (Today I added I was spit out //**like**// toothpaste spit).
 * Store the paper for tomorrow
 * Poetry responses
 * Poetry Creation
 * ==Think of what you can now write (feel, see, think) at your age that you never could have done when younger.==
 * ==Who were you then; who are you now?==
 * ==What have you gained; what have you lost?==
 * ==What have you learned; what have you forgotten?==
 * ==Write a poem that uses those ideas in any way you can.==
 * ==One possible (but certainly not mandatory) approach: //I used to ... But now I...// repeated throughout the poem.==


 * Goals**
 * Use elements of text to defend your responses
 * Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding.

January 11, 2010 Bellwork: What superpower would you choose? What do you think that says about you?


 * Activities**
 * Bellwork
 * SAT Vocabulary
 * Line a day #1
 * Get out a sheet of paper (you will be responsible for keeping up with it for several weeks)
 * Write your name at the top.
 * Title it "Line a Day."
 * Put a "1" at the top left
 * Next to 1, make up a line to a poem
 * Store the paper for tomorrow
 * Poetry responses
 * Poetry Creation
 * Think of what you can now write (feel, see, think) at your age that you never could have done when younger.
 * Who were you then; who are you now?
 * What have you gained; what have you lost?
 * What have you learned; what have you forgotten?
 * Write a poem that uses those ideas in any way you can.
 * One possible (but certainly not mandatory) approach: //I used to ... But now I...// repeated throughout the poem.


 * Goals**
 * Use elements of text to defend your responses
 * Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding.

January 8, 2010 Bellwork: Make up a fortune that you would like to see in a fortune cookie that has nothing to do with getting rich.


 * Activities**
 * Bellwork
 * SAT Vocabulary
 * Poetry Responses


 * Goals**
 * Use elements of text to defend your responses
 * Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding.

= =
 * Resources**

January 7, 2010 Bellwork: Tell about a time you were picked on (3-4 sentences). Be sure to focus on how it made you feel.


 * Activities**
 * Bellwork
 * SAT Vocabulary
 * Read "Hood"
 * Analyze lines
 * Rewrite own version of poem

Why did the poet most likely include this line: “I kept cigarettes in my sleeve, wore/ engineer’s boots, long hair, my collar/ up in back…”
 * To show that the main character had a problem
 * To show that the main character was a bully
 * To show that the main character was a rebel
 * To show that the main character was popular


 * Goals**
 * Use elements of text to defend your responses
 * Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding.

[|Hood_Big.docx]

[|Hood_Normal.doc]