Poetry Project: DP and Final Reflection

Elective Survey
Hey everyone!  Please take the survey linked above to have some input into our Humanities Electives offerings.

DP AND REFLECTION REQUIREMENTS

• Poem Grading and Reflection:  See this link for instructions for your Growth as a Poet reflection.  This is a MAJOR part of your project grade.  DUE:  Midnight, Sunday 5/10. Share with Lori.

• DP Requirements

• Final Poem
• Growth as a Poet Reflection
• Picture of your project (if it's a visual art piece)
• Video of your project (everyone- live performances will get these after Exhibition!)
• DUE:  Start of Class, Monday 5/18 (when you get back from Osprey Week)

Beautiful job at Exhibition last night- you made me proud!

Poetry Analysis Quiz

Quiz Resources:

1. List of strategies you can use for annotation
2. List of strategies you can use to help you understand the poem
3. Devices List

Take the Quiz!

If you were absent, you will need to come talk to me to schedule a re-take.  This is a long one!

When done...

1. Revise poem
2. Finish and share Process Journals 4 and 5
3. Conference Writing to prepare for conferences with Lori on Thursday and Friday (see below for details)

Project Conferences

I will be holding conferences about your project/poem starting Thursday, and continuing into Friday.  You will need to complete the writing assignment on my DP before you sign up for a conference with me.  When you come to conference with me, bring the following things:

1.      Most recent draft of your poem

2.      Conference Writing

3.      Ideas, sketches, drafts that you have for your project

Conference Writing

1.      What’s the state of your poem?  What are you still working on, how close are you to being done?

2.      What form do you want your project to take?  What do you want to do for Exhibition?

3.      What concerns or questions do you have about your project right now?

4.      List, in order, steps you will need to take over the next week for your project to come together.  Get specific, try to put those steps in the order you will need to complete them.

Critiques Continued!

Recitations!

• Ryleigh
• Reed
• Jake
• Max
• Kaleigh
• Kyla

Group Critiques

Critique poems in your small groups.

Work Time Priorities

1. Process Journals 4 and 5
2. Poem Revisions
3. Study for Analysis Quiz

HOMEWORK

Critique Poems.  Last round!

Critiques and Marisa's Survey!

Starter 17

1. What are all the steps you need to go through to make sense of a difficult poem?  List them here!
2. How confident are you in your ability to read adn write an analysis of an unfamiliar poem?  Rank yourself from 1-4 (1=not confident at all, 4=totally confident), and explain your ranking.

TURN IN STARTERS 15-17

Small Group Critiques

Critique the two poems from last night in your small groups.

Work Time

1. Revise your poem
2. Process Journals 4 and 5

Marisa's Survey

Take this survey for Marisa's senior project!

HOMEWORK

Critique Poems

Whole Class Critique

Starter 16

1. In the upcoming critiques, what questions or issues do you really want people to address in your poem?  (List at least 3)
2. If you had to describe each of the 2 poems you critiqued in 1-2 sentences, how would you describe them?

Announcements

1. Kinetic Text:  Now is the time to get Adobe AfterEffects trial on your computer if you’re interested in this option!

Critiques

1. Whole class in large circle
2. Author offers focusing question and reads poem out loud to the group. (1-4 min)
3. Group Feedback
• What’s memorable, piercing, or true about this piece of writing?  (6-8 min)
• What improvements could be made to this to make it even better?  (6-8 min)
4. Authors respond: what was helpful, what do they need to work on.  (2 min)

Total critique time per person:  15-20 min.

Critique Norms

1. Be prepared
2. Everyone participates and speaks
3. Take intellectual risks—go deep!
4. Stick to the times
5. Be specific and helpful
6. Be open to new ideas; avoid being defensive

Priorities

Revise poem!: Play with complete sentences.

Process Journals 4 and 5

HOMEWORK

Critique 2 poems for the people from your group:  Critique Instructions

1. Grant and Max
2. Emily and Camryn M.
3. Mikayla and Brynn
4. David and Coleman
5. Kyla and Izzy
6. Michaelan and Brenden

Critique Assignment and Work Time

Starter 15

1. What's your favorite part of your poem right now?  Why?
2. What problems/difficulties are you running into as you write and revise?  Be specific?
3. Talk to a person about your problems/difficulties.  Come up with 3 possible solutions for THEIR problems.  List them in your starter.

Critique Assignments

See the document linked above for your critique assignments, and an explanation of what you have to do.  For the two poems for tonight, please do the following:

1. Read and annotate carefully
2. What is the experience (intellectual and emotional!) being expressed here.
3. 2 places that are memorable, piercing, or true.  Explain why they stand out.
4. 2 specific improvements or revisions that would improve the poem.  Make sure to explain HOW to revise.
5. Address the author's focusing question.

Work Time

1. Process Journal 3 (see yesterday's post for details)
2. Process Journals 4 and 5
3. Poem Revisions

HOMEWORK

1. Process Journal 3- SHARE with Lori before class starts on Thursday!
2. Critique two poems, using the instructions above.  DUE:  Start of class, Thursday.
• AM Class:  Kyle and Camryn S.
• PM Class:  Ethan and Keegan

Poem Draft 2 Critiques and QUIZ

Devices Quiz
Take the quiz!  If you are absent, you'll need to schedule a makeup time with me.

Starter 14
What are you thinking about doing with your poem for exhibition?  Talk through some of your ideas for how you would like to present your poem, and any thoughts you’re having about possible ideas and difficulties.

TURN IN STARTERS 9-14

Draft 2 Critiques

Process Journal 3

1. What has been the most difficult thing about this process for you so far?  How did you (or how are you, if the difficulty is ongoing) work through your difficulty?
2.  Revision Challenge: Choose the three most important ideas or objects in your poem (example: war, peace, dead soldiers, bombs, etc.).  Describe them using a simile AND a metaphor.  You cannot use things that you’ve already used a simile or metaphor to describe!  Be creative…T.S. Eliot once described the evening in a simile that compared the evening to “a patient etherized upon a table."
•  EXAMPLE: Soldiers
•  Simile: The soldiers were like dogs, straining against their leashes to enter the fight.
• Metaphor: The soldiers were ants, marching without purpose towards their death.
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?)

HOMEWORK:  Finish Process Journal 3, and share with Lori before class starts on Thursday.

Out with sick baby...here is what you should work on today.

Hey guys,

I've been up with a screaming baby all night, so I won't be coming in (believe me, I'd rather be there!).  So, lucky you, the quiz is now moved to TUESDAY when we get back from the weekend.  Here's what I'd like you to do today:

1. Starter 13:  Lost Generation

• Watch the video above
• What do you notice about this poem?
• What unique thing could you do to the form (HOW your poem is written) of your poem to emphasize the perspective you're trying to communicate?
1. Poem Draft 2- Finish it, and print a copy for critique on Tuesday.  Print before you leave class, if possible!
2. Process Journal 2- Finish it and share it with Lori.
3. Poem Memorization- Work on memorizing your poem.  People who were supposed to recite today will go on TUESDAY when we get back.
4. Process Journal 3- Get a head start on this one!  See specific prompts below.

Process Journal 3

1. 1.      What has been the most difficult thing about this process for you so far?  How did you (or how are you, if the difficulty is ongoing) work through your difficulty?
   
   
   2.      Revision Challenge: Choose the three most important ideas or objects in your poem (example: war, peace, dead soldiers, bombs, etc.).  Describe them using a simile AND a metaphor.  You cannot use things that you’ve already used a simile or metaphor to describe!  Be creative…T.S. Eliot once described the evening in a simile that compared the evening to “a patient etherized upon a table.”
   
   
   a.       EXAMPLE: Soldiers
                                                                 i.      Simile: The soldiers were like dogs, straining against their leashes to enter the fight.
                                                               ii.      Metaphor: The soldiers were ants, marching without purpose towards their death.
   
   
   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?)

HOMEWORK: 

• Finish and PRINT poem draft 2.  DUE Tuesday.
• Finish and SHARE process journal 2.  DUE Tuesday.

Poem Work Time

Starter 14

1.      Trade poems with someone at your table.

2.      Read their poem, then write on their poem:

a.       What are two aspects of this poem that you really enjoy?  Be specific!

b.      What are two specific revisions they should make to this poem?  Be specific!  Think about…poetic devices, cutting, adding, rewriting, making the language more powerful, message, etc.

3.      Get your poem back.  In your STARTER, write:

a.       Based on the feedback you received and your own instincts, what are three revisions you want to make to your poem before your next round of feedback?

Poetry Process Journal 2

1. Find a specific poem with a style you would like to imitate, or would like to draw from.  Write the title and author.
•  ID all poetic devices used in that poem (just list them)
• Choose at least three poetic devices/techniques from your form inspiration that you want to emulate.
• For each device:
•  Explain WHY you’re drawn to that device…what do you like about how that device is used in your inspiration?
•  Explain how that device will help you to develop the message and perspective of your poem.
• 
  
2. Revision challenge:
1. Rewrite a chunk of your poem (at least 5 lines) in a completely different form. (Examples:  If you are doing spoken word, do a sonnet, if your poem is formal, try to write like ee cummings, if it’s formal, write like spoken word, etc.
2. Make sure you copy and paste the original 5 lines and the revised 5 lines into your process journal.

1. 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?)

HOMEWORK:  Study for DEVICES QUIZ tomorrow!

Poetry Work Time and Quiz Study

Starter 11
Look at your list of poetic devices and do the following:

1. List the five you are most confident about being able to define and use for our quiz.
2. List the five you are least confident about being able to define and use for our quiz.
3. Study for 15 minutes!

Work Time!

Your work priorities are as follows...

1. Poem Draft 1
2. Process Journal 1
3. Study for Quiz
4. Memorize Poem

HOMEWORK

1. PRINT poem draft 1 for class tomorrow.
2. SHARE process journal with Lori before class

Poem Draft 1 and Process Journal 1

Starter 10:

1. For your final poem which of the aspects of poetry (intellectual, emotional, sensory, imaginative) do you think you will emphasize most?  Explain. 
2. Which poetic devices do you think you will need to do to communicate these things?  Why?

RD Poem Sharing

1. Everyone reads their poem aloud to their group.
2. Trade poems with one person in your group.
3. Read their poem, then write on the back, or below the poem:
• What experience (emotional AND intellectual) is the poet trying to share with you?
• What are the strongest 1-3 lines, and why?  Think about this...if you were going to throw out the entire poem except for 1-3 lines, what lines should they absolutely keep?
• What are two specific things they could to make this poem even stronger?

Poem Memorization Practice

1. Find a partner
2. Take 15 minutes, and practice OUT LOUD with your partner!
3. Give your partner feedback on body language, gestures, and fluidity.

Poem Draft 1

Time to get to it! Write a first draft of your exhibition poem.  This can build off what you wrote yesterday, or completely change topics/styles.  Don't freak out...there's still lots of time to change if your initial idea doesn't work out!

Process Journal 1

Process journals must be TYPED!

• Reflection:  What is your poem about, and what 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

• Revision Challenge:  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

• Next Steps:  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?)

HOMEWORK:

Poem Draft 1 and Process Journal 1 are due, TYPED, on Thursday.  Share the process journal with Lori, and PRINT the poem draft 1.

Poetry and Perspective

Announcements:

1. Don't forget, recitation poems start on WEDNESDAY!  Check the schedule in my room for your day, and remember that the written analysis of your poem is due, printed, the day you recite.
2. Durango Poetry Slam is Wednesday, April 22 at 7:00pm.  Put it on your calendars!  More details to come...
3. DEVICES QUIZ on FRIDAY!  Be ready!

Starter 9

You write three haikus

to capture a fleeting break.

Five, seven, and five.

Capture a moment

the sense of freedom and spring.

Summer is coming!

Poem Rough Draft

Choose a topic you might be interested in using for your Exhibition poem.  Write a rough draft poem on that topic.  Try to express something interesting, complex, evocative!

HOMEWORK:

Finish rough draft poem.  Have it ready to pull up on your computer or show tomorrow at the start of class.

PARCC Testing Week Activities

Hey students!  Below you will find the Activity List and all the resources you will need to complete the list.

Poetry Activity List
During PARCC testing week, you'll be moving through this list at your own pace.  You need to make sure to do the following:

1. Complete all REQUIRED activities before moving to any any of the enrichment activities.
2. Get Lori's signature for each of the Required Activities when they are complete (you will turn this paper in at the end of class on Friday for credit).
3. Check with Lori during class if you have questions.

Poetry Activity Resources

1. Poem Memorization Assignment
2. Recitation Poem Analysis Outline
3. Poem Recitation Rubric
4. Tredecim
5. Poetic Devices
6. Bad Poetry Activities (see Lori for actual bad poems)
7. Surrealist Poetry

If you hit Friday, and you are worried that you will not complete all the required activities because you have been in PARCC testing, please come talk to Lori to get exemptions!  There is NO HOMEWORK this week.  You should, if you use your class time well, be able to complete all the required activities in the time you are given.

Figurative Language

Starter 8- Bystanding

1. Divide the poem into 8 sections (each time there's a year, it's a new section.
2. For each section write on the poem the message/perspective of that section.
3. When you've read the whole thing, write the overall message of what you think the poet is trying to convey at the bottom of the poem (hint...look at the title!).

Then, watch the video of the artist performing:

Figurative Language

See the handout linked above, and do what it tells you!

HOMEWORK:  None!  Enjoy your weekend.

Poetry Centers

Starter 7
Based on what you've read, heard, and experienced so far...

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

Poetry Centers

Complete at least 5 of the 7 centers linked above.  Follow directions carefully, and be mindful and thorough!

• Music for Strange Fruit
• Music for Time

HOMEWORK:  None!

Dulce 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.

Dulce Seminar Questions

1. What is the tone of this poem?  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?
3. How does the turn impact the meaning of the poem?
4. What is this poem trying to communicate:  Intellectually, Emotionally, Sensory?
5. Do you agree with the poet about the lie?
6. During a time of war, should citizens be shown the horrors that soldiers experience, or should they be sheltered from those horrors?
7. Is poetry important in our social dialogue about war?  Should it be?
8. If people were more aware of the horrors of war, would there be less war?
9. Can poetry make you see war in a different way? 

Dulce Seminar Reflection

This should be at least one typed page.  Answer all questions.  DUE: Emailed to Lori on Thursday, before class.

1. Lori’s Choice:  What have you learned from this seminar process about reading and interpreting poetry? (Use specific examples to back up your ideas)

HOMEWORK:  None!  We'll work on seminar reflections in class tomorrow.

Dulce Coaching and Poetry Definitions

Starter 4: Poetry Calisthenics with Amnesty International Photos

Put out photos- 1 per table (if you were absent, see Lori for photos!)

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
4. Go back to original table, trade with someone.  Find a line or two that really stand out to you, write them on the board with the poet’s name next to them.

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
1. Walk through handout, students complete in small groups

Definitions

1. Read through this list of definitions of poetry.
2. Choose 3 of the definitions, for each, explain what you think this definition is trying to convey about poetry.
3. Choose a topic you think you might want to write your poem on (big broad topics work best).  If you're stuck, choose one of the following topics:  War, Violence, Peace, Truth, Power.  Write a series of definitions in the style of Sandburg that aims to illuminate different aspects of your chosen topic. 
4. Must have at least 5 definitions (can have more).

Homework:

1. Finish definitions.  DUE:  Start of class, Tuesday.

Dulce and Difficulty

Starter 3

1. What's the message of this piece?  Make sure to take into account the last 4 words.
2. List the devices you notice.  Choose one, and talk about the impact that device has on the experience of the poem.

Too Dumb for Complex Texts
Read one of the following sections + the conclusion (A Habit of Slow Reading):

1. A Willingness to Probe
2. The Capacity for Uninterrupted Thinking
3. A Receptivity to Deep Thinking

For the section you read:

1. Describe in your own words the strategy the author is talking about.
2. Why does the author say this is difficult for students today?
3. Discuss different strategies in your group.  Note the different strategies, and then talk about:
• How often do you use these strategies when you read?
• Which strategy comes easiest to you?  Why?
• Which one is hardest for you to put into action?  Why?
• Which one do you think will most improve your comprehension of difficult poetry?

Reading a Poem Notes

1. Reading a Poem Powerpoint
2. Get notes from a classmate if you were absent!

Dulce Et Decorum Est

1. Read and annotate poem (ID devices, vocab, message, must have at least 1 annotation for each of the 4 dimensions of language from the lecture)
2. Difficulty Journal (Must be TYPED!!!)

HOMEWORK

1. Read and annotate Dulce Et Decorum Est
2. Difficulty Journal

Poetry Notes Part 2!

Starter 2:

1. What's your favorite line?  Why?
2. What experience is this poet trying to convey?
3. Write your OWN three lines to add to this poem.  Each line should start with "Rock out like..."

Poetry Notes Part 1
Finish with poetry notes we started on Wednesday.

Poetry Notes Part 2
Look at Poems Part 2.  Then follow directions on the handout linked above.

HOMEWORK:  None, unless you haven't turned in your OpEd, Cartoon, or updated DP.

POETRY YAY!

Starter 1:  Speak With Conviction
Watch this TWICE.  The first time, just take it in.  The second time, jot down your favorite line.

1. What's your favorite line of this poem?  Why?
2. What does this poem make you think?  Explain.
3. What does this poem make you feel?  Explain.

Project Introduction

First, read the handout linked above for a brief introduction to our new project!

Project Exploration

Below are a number of different types of projects you could do.  Take a bit and explore some of these.  Then choose TWO projects, from different categories, and answer the following questions about them:

1. What stands out to you about this poem/project?
2. What message do you think they're trying to convey?
3. How does the type of  project/performance impact the meaning of the poem?
4. Any questions you have about their project

Kinetic Text

• Example 1: Bryan Bauer
• Example 2: Audrey Le

Painting + Poetry

• Example 1:  Cole Hawkins
• Example 2:  Heidi Williams
• Example 3:  Lia Henricksen

Movie

• Example 1:  Lacey Meek:  Live Performance, Stop Motion Animation Only
• Example 2:  Risa Ontiveros
• Example 3:  Araaa Aquarian
• Example 4:  D'Vaughn McCrae

Spoken Word

• Example 1:  Marley Gabel-Weaver
• Example 2:  Avra Saslow
• Example 3:  Hannah Liberman
• Example 4:  Geoy Fisher

Photo Movie

• Example 1: Riley Rifkin
• Example 2: Molly Black

Fusion

1. Example 1:  Eli Kopp-Devol
2. Example 2:  Conner Murphy

Photoshop

• Example 1:  Eonki Kim

Poetry Notes Part 1

If you were absent, come talk to Lori about what you missed for this!  

HOMEWORK:  Finish DP update and Project Reflection (see yesterday's DP post for details).  DUE:  Email link to completed DP before the start of class on Thursday.