Poem: Draft 1, and Process Journal Journal 1

Announcements!

• Devices Quiz on FRIDAY this week!  Be ready!
• Define what the device is (can be in your own words)
• Use the device in an example of your own devising
• State the perspective (intellectual and emotional) of a poem we’ve looked at in class during Starters, centers, or notes time.
• Recitations start on Wednesday.  Be ready! 
• Check rubric on board
• Day of recitation, need to give Lori a PRINTED copy of written analysis BEFORE class starts.  It will be late if you give it to me after 8:15.

Starter 14

• Write an amazing metaphor or simile that captures something about your Spring Break!
• Look at your devices notes, and the list of poetic devices I gave you.
• What 5 devices are you most confident about being able to define and use on the quiz?
• What 5 devices do you need to study the most?
• Take 10 minutes to make flashcards or study! 

In Class Priorities

• Poem Draft 1  (
• Process Journal 1
• Recitation Poem: Memorization and Analysis
• Study for Devices Quiz

Process Journal 1  (MUST BE TYPED)

1. What is your poem about, and what piece of class content (text, movie, activity, concept) inspired you to write your poem about this?
• What about this inspires you? (images, words, symbols, phrases…)
• What do you want to say about this?   What perspective are you trying to develop?
2. Take two lines from your current draft and write them here.  Now rewrite those two lines so that they communicate the same message, but don’t use any of the same words.
3. What is your next step in the process?   Why?  (Brainstorming, peer critique, research, writing, including poetic devices, working on the specific form, starting over, working with a teacher or tutor, learning after-effects, illustrating your poem…other?)

Conferences

I am available for conferences about your rough draft poems!  I will give you feedback, and point you in new possible directions.  If you want a conference with me, sign up on the board.

HOMEWORK

1. Finish poem draft and process journal 1.  DUE:  Start of Class, Tuesday
2. Study for Quiz on FRIDAY
3. Memorize poem and finish written analysis

Poetic Forms

Starter 11

1. What's your reaction to this poem (intellectual and emotional)?  You can react to the form of the poem and/or the content of the poem.
2. What kind of style or form are you interested in using for your poem?  What kind of poetry do you want to write?

Content Poem Activity

1. Read your poem out loud to your group.
2. Trade with one person in your group.
3. On their poem, write the following:
1. What is the intellectual message of this poem?
2. What is the emotional impact of this poem?
3. Underline or highlight the two strongest lines of the this poem.  What makes them so strong?
4. What are two specific things they could revise or change to make this poem even stronger?

Review Poetic Forms

See this website for more information!  Poetic Forms

Form Poems

Choose a form from the list on the board, or from the website linked above.  Write a poem on the theme of war, violence, peace, power, or truth using one of the forms.  Challenge yourself to try something new!

At the bottom of the poem, write:

1. Why did you choose this form?  What drew you to it?
2. What difficulties did you have in writing in this form?

HOMEWORK:  Finish Form Poem (see above for details).  DUE: Start of Class, Friday.  No need to print, just have it ready to pull up on your computer.

Perspectives and Content Inspiration Poems

Starter 10

1. For your exhibition poem, which dimension(s) of poetry do you think you'll emphasize most?  Explain why.  (Intellectual, Emotional, Sensory, Imaginative)
2. Which poetic devices will you need to use to help you highlight this dimension?  Explain.

Perspective and Poetry

Turn each of the following "duh" perspectives into a more complex, specific, and interesting perspective.  One sentence each!

1. War is bad.
2. Peace is good.
3. Violence hurts people.
4. Power corrupts people.
5. The truth is hidden from us.

Now, write 3 possible perspectives you might want to use for your exhibition poem.  Remember, they must connect somehow to war, peace, violence, power, or truth.  No "duh" perspectives, please!

Content Inspiration Poem

Choose one of the texts, topics, activities, or movies from the board as your inspiration.  Now write a poem based on that inspiration.  At the bottom of the poem, answer the following questions:

1. What was your inspiration?
2. How did this topic, text, activity, or movie inspire you?  What did you take from it (image, specific language, concept, connection, other?)?

HOMEWORK

1. Work on memorizing your poem and writing your analysis!  DUE:  See Recitation Schedule
2. Content Inspiration Poem (see above for details and specifics).  DUE:  Start of class, Thursday.  No need to print or email, just have it ready to pull up.

Tredecim and Poetry Analysis

Starter 9

• Choose your favorite piece of figurative language from the board, and write it down.
• Chart it out like we did in the figurative language activity yesterday.  Subject, what it's compared to, and a list of similarities.  Then write 2-3 sentences about what the poet is trying to convey about their subject.
• Draw the image this creates in your mind!

Tredecim

Write me a tredecim about peace, war, violence, truth, or power, using the format of the poem linked above.  Email it to me before the end of class.

Recitation Poem Analysis

• Finish the Analysis Outline
• Write your analysis (must be typed!)
• Sign up for your recitation date before the end of class

Kaylee's Senior Project Survey

If you would like to, please take the survey linked above to help Kaylee with her senior project research.  All surveys are anonymous and confidential, and you do NOT have to take this survey if you don't want to.

HOMEWORK:  Work on memorizing your poem!

Figurative Language

Starter 8
If you were absent...
Write two 8-12 line poems about different objects in the room you are sitting in.  Make them as good as you can!  In the first poem, focus on using rich and detailed imagery.  In the second poem, make sure you include a turn.

Figurative Language
See the handout linked above.  Read the directions carefully, and try to complete it.  Don't forget the last page!  If you were absent, come see Lori for a full explanation.  This is one of the most important lessons, so you need to come talk to me to make sure you understand it!

HOMEWORK
None!

Recitation Poem Analysis

Starter 7

• You will need the text of this poem:  Bystanding- The Beginning of an American Lifetime
• Divide into 8 sections (1st section, and every time there's a new year listed)
• Write down in 1-2 sentences the message/perspective of each section.  
• Write down the OVERALL message/perspective.  Make sure to look at the title and the last few lines!  No "duh" perspectives!
• What is the most powerful part, and why?
• NOW...watch the video below.  After watching it, answer, "How does the video change/deepen/add to the experience of the poem?"  Try to reference specific things about the video!

Recitation Poem:  Read and Annotate

Now that you've chosen the poem you're going to memorize and recite, it's time to start!  First, read and annotate your poem, following the steps below:

• Print your poem
• Read and annotate
• Look up and define vocabulary words
• Identify ALL the poetic devices used, and label them on the poem
• Figure out the message and perspective of the poem (remember, this may shift over the course of the poem!)

Recitation Poem:  Analysis Outline

Now that you've read your poem, use the outline linked above to create an outline for your 3-paragraph written analysis.  

HOMEWORK:  Dulce Seminar Reflection.  DUE:  Monday, 3/17, emailed to Lori BEFORE class starts.

Poetry Centers and Seminar Reflection

Starter 6

Based on what you’ve read and experienced so far…

1. What kind of poetry or aspects of poetry do you like the most?  Why?
2. What types of poetry do you dislike, or find it hard to connect to?  Why?

Poetry Center Guidelines

1. Follow directions
2. Work with your group members, support each other
3. Participate actively
4. Take intellectual risks
5. Take as long as you need: be mindful and thorough
6. Must do at least 5
7. Move to table with poem (don’t move poem to table)

Links to Music for Centers:

Strange Fruit: http://www.youtube.com/watch?v=h4ZyuULy9zs

Time: http://www.youtube.com/watch?v=Z-OytmtYoOI

Choose the best 3 centers you did, staple them, and turn them in to Lori.

HOMEWORK:  Dulce Seminar Reflection

See your handout for details!  This will be DUE on Monday, 3/17.  This gives you the entire week and two weekends to get it done!  I suggest not waiting too long, or it will be harder.

Seminar Questions:

1. What is the tone of this poem, and how does the author achieve it?
2. How would the meaning or impact of this poem be different if the author just told you about these experiences in a straightforward way?
3. What is this poem trying to communicate...intellectually?  Emotionally?  Sensory?
4. Is it ever sweet and right to fight and die for your country? 
5. During a time of war, should citizens of a country at war be shown the horrors that soldiers experience, or should they be sheltered from this?
6. What role does poetry play in our social dialogue about war?
7. Can poetry make you see war in a different way?

Dulce Seminar

WHEN OUT OF SEMINAR:

Starter 5:

1. Read someone else’s list of definitions.  Write down their name, and the topic they chose.
2. What is the most powerful/interesting definition?  What makes it powerful (this should be a substantial discussion, not just a sentence or two!)?
3. What definition would you add to this topic?  Write it, then explain why you chose the comparison you did, and what you were trying to illuminate with that comparison.

Poem Memorization Assignment

1. Read carefully over the assignment.
2. Find a partner, meet with them, and explain the assignment to them.  Clarify the assignment for each other.  If you have any remaining questions about the assignment, write them down!
3. Find a poem you would like to memorize!  Flip through the books, look on the internet, read poems until you find one that speaks to you.  If you find a poem that’s not on the list, jot down the title and the author to get Lori’s approval later.  Spend some time just exploring and looking at different poems!
4. If you choose one, start memorizing it!

Poetry Calisthenics and Dulce Coaching

Starter 4: Poetry Calisthenics with Amnesty International Photos

If you were absent for this, you'll need to get the photos from Lori to make up this starter- I don't have digital copies of them!

1. Find a table with a picture that interests or intrigues you (for the first round, this can’t be your original table!)
2. Take a minute and closely examine the picture- look at setting, expression, details, and emotion.
3. Take 5 minutes, and write 4-8 lines that capture something about this person’s experience of world
1. Round 1:  Focus on creating a specific tone, or emotional mood
2. Round 2:  Focus on creating vivid sensory impressions
3. Round 3:  Focus on using interesting metaphors or similes

Coaching Steps:

1. Fluid Reading: Make sure each group member is clear on pronunciation of words.  Each student reads poem out loud to the group.
2. Close Reading: Go line by line until every group member can summarize every line of the poem.  Remember to ask questions, address every issue from D/C journals.
3. Coaching Handout:  Complete coaching handout with your group.

Poetry Definitions

1. Read through this list of definitions of poetry.
2. Start your three favorite definitions.  For each, explain what you think this definition is trying to convey about poetry.
3. Choose one of the following topics:  War, Violence, Peace, Truth, or Power.  Write a series of at least 6 definitions in the style of Sandburg that aims to illuminate different aspects of your chosen topic.  Make your metaphors and comparisons unexpected!  Get really creative with them!
4. So, if you chose War, one of your definitions might  be:  "War is a glittering shard of metal, forged long ago, and left to rust."
5. Must have at least 6 definitions (can have more).

HOMEWORK:  Finish definitions (see instructions above).  DUE: Start of Class, Thursday

Dulce Et Decorum Est

Starter 3

You will probably need to watch this more than once to catch what is going on here and to be able to answer the questions!

1. What is the message or perspective of this poem?
2. What's your favorite part?  Why?  Really dig deep here!
3. List all the devices you see/hear in this poem.  You can use the list or your notes if that helps.  Then, choose one device to define, and talk about why it's important for the impact of this poem.

Poem #1 Share
Swap poems with a classmate, read it, share the best lines and why you liked them.

Reading a Poem Notes

• Reading a Poem Lecture Notes
• Reading a Poem Slides

Dulce Et Decorum Est

Read and annotate thoroughly.  Remember to annotate for devices, vocabulary, message, questions, parts that stand out to you!

Difficulty Journal

Complete the assignment linked above.  It must be TYPED!  Make sure you are completing all parts of the assignment- read the directions carefully!

HOMEWORK:

• Finish Difficulty Journal.  Have it typed and ready at the start of class on WEDS.

Poetry Notes, Part 2

Starter 2:  Rock Out! (watch first poem only for starter)

1. What's the message of this poem?  Sum it up in a few lines!
2. What's your favorite line?  Why?
3. Add 3 lines to the poem that capture your moments of joy.  Each line should start with "Rock out like..."

Finish Poetry Notes 1

Add the following devices to Shakespeare Sonnet from Friday:

1. Sonnet rules:  14 lines, iambic pentameter, rhyme scheme, 4 quatrains + couplet
2. Turn:  Sudden shift in emotional mood or perspective of a poem
3. Enjambment:  Line break in the middle of a sentence or phrase

Poetry Notes 2

In groups follow the Poetry Notes Directions linked here to analyze 3 of the poems linked in the Poetry Notes Packet.

Poetic Devices

See handout linked above for even MORE devices you can use!

Poem #1

1. Choose 3 poetic devices from your notes or from the list above.
2. Choose a topic (don't choose something that you don't have anything to say about!)
3. Write a poem of at least 12 lines about your topic that uses all 3 devices, and that communicates an experience.  Try to make it good!  Play with language!  Take risks!

BONUS POEM:  I Want to Buy a Sloth With You  (hilarious)

HOMEWORK:  Finish poem #1 (see directions above).  DUE:  Start of class, Tuesday.  May be handwritten or typed.  If handwritten, it must be legible!