Challenge Conferences and Poems Due

Announcements:

1. Project Rubrics for...
• Visual Arts and Recitations
• Spoken Word Performances
• Kinetic Text/Videos/Audio Recordings
2. Equipment Needs:  Talk to Lori during class today if you need anything specific!
3. Book Cover Submissions DUE to Lori by the end of class tomorrow!

Work Priorities

1. Final Draft Poems and Artist Statements: Email them to your editor by the end of class today.  Please make sure that you follow the directions on the board to submit your poem.  This is a hard deadline!
2. Challenge Role Conferences:  All challenge roles will be meeting with Lori today to discuss their plans and requirements for this week.  See the linked document for specifics.
3. Project Work Time
• Audio Tracks
• Sketches
• Memorization
• Critiques (organize these yourself!)

HOMEWORK

Work on your project!  

Friday Project Work Day!

Hey guys!  I'm gone with my lovely mother, so first of all, please be nice to Stephen.

Work Priorities

1. Revise Poem:  You should be working towards your final draft.  Use your classmates to help you make any final decisions!
2. Revise Artist Statements:  Remember, these are due the same day as the final poem (Monday).  Look back at the Artist Statement assignment, and make sure that you've hit ALL the main priorities.
3. Send Final Drafts to Editors:  See the whiteboard for EXACTLY how to do this.  Read the directions!!!
4. Review Rubrics: Review the rubrics on the front board.  Think carefully about your project and how you will fulfill all the criteria.
5. WORKY WORKY!:  Work harder than a tuna trying to climb a tree.  Harder than a teacher trying to calm freshman.  Harder than a no-handed man trying to play rock/paper/scissors.  Harder than a senior trying to avoid work.  DO IT!  :)

HOMEWORK

• Finalize poems and artist statements.  DUE: To editors by the end of class on Monday.
• Work on your project!

Exhibition Planning and Challenge Roles

Reminders:

1. DHS Poetry Slam, Wednesday, 6-8, Durango Arts Center.  Be there at 5:30 if you want to perform.  You'll need 3-4 poems ready to go (don't have to be memorized)!
2. Library Contest submissions must be in by Wednesday!  See the poster in my room or the Durango Library website for details on how to submit work.

Coffee Shop Field Trip!

Exhibition planning- complete the worksheet!

Exhibition Challenge Roles

All of these roles involve substantial extra work, and extra credit.  If there are multiple people who are interested in one role, the final decision is made by Lori, and will be based on your previous performance in the class and the specific skills involved.

Look over the list, and see if there is anything here that appeals to you.  If you are interested, please send Lori an email by Wednesday, 4/24 with the following information:

• Your name
• The role you’re interested in (choose ONE only!)
• A few sentences about why you think you’d be a good fit for that role

Editors (4-5 per class) – Compile all of the poems and artist’s statements from your class.  Review them for typos or proofreading errors, and deliver them to the Editor in Chief.

Editor in Chief (1) – Compile all of the work from the editors into the correct format for Lulu books (they have a template…this should be fairly easy).  Save documents as PDF files and upload. 

Videographers (1 per class) – Make sure our entire exhibition is captured on video tape.  Edit video (minimal), and give final copy to Lori.

Scheduler (1 per class) – Create a schedule for the exhibition that is workable technically and that provides variety (i.e., not all the kinetic texts should be grouped together).  Communicate with tech and hospitality crews as needed.

Interior Decorators (3 per class) – Develop floor plan, gather all materials and furniture, plan art displays (for visual art pieces), and enlist other students to help you put together the room.  Also responsible for working the doors during exhibition, and for any publicity (posters, etc.).

Vendors (1 per class) - Coordinate and distribute any refreshments during our exhibition. 

 

Tech Geniuses (1 per class) – Coordinate technology, get all recordings and kinetic texts on hard drive of one computer, manage tech during the show and announce name of next poet.

HOMEWORK

Rough Draft Artist Statements.  DUE: Start of class, Thursday.

Project Conferences

Announcements:

1. FIELD TRIP MONDAY!  Please be on time (or a little early) to class!
2. Practice for DHS poetry slam next Wednesday!

Project Conferences

Conferences with Lori about your project ideas and the state of your poem.  Everyone should be signed up by the end of class.

HOMEWORK:

Work on poem and project ideas!

Poetry Analysis Quiz

Poem Strategies Review
Make a list of strategies to use during the poem.

• What strategies can you use for annotation?
• What strategies can you use to analyze the message of a poem?
• What strategies can you use to analyze the devices in a poem?  What are you looking for here?

Poetry Analysis Quiz

If you were absent, please come see Lori about a make-up time.

Work Time

• AM Class:  Take this SURVEY for the Bonanza on Tuesday
• Revise poems
• Conference Writing
• Conference with Lori

HOMEWORK

• If you're thinking about doing KINETIC TEXT, you should have Adobe AfterEffects trial version by now, and be playing with it every night!
• Everyone else, work on finalizing your poems!

Deadlines and Project Planning

Calendar Review

• RD Artist Statement: Thursday, 4/25
• Final Poems and Artist Statements: Monday, 4/29
• Book Cover Submissions: Tuesday, 4/30
• Poems and Artist Statements to Editor in Chief: Wednesday, 5/1
• Digital Projects to Tech Person: Monday, 5/6
• ALL PROJECTS COMPLETE: Tuesday, 5/7
• Graded Rehearsal: Tuesday, 5/7
• Final Rehearsal: Thursday, 5/9

Project Conferences

I will be holding conferences about your project/poem starting today, 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:

• Most recent draft of your poem
• Conference Writing
• 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.

Project Work Time

• Revise Poem
• Conference Writing
• Conference with Lori
• Artist Statement RD (if you've finished everything else above...talk to Lori!)

HOMEWORK

Bring your computer for the poem analysis quiz tomorrow!

Group Critiques and Rachel

Group Critiques
Last day to run critique protocols!

Rachel
Presents on LINK and College!

HOMEWORK
Finish Process Journals 4 and 5, and EMAIL them to Lori before the start of class!  Please send them in ONE document, not two.

Group Critiques and Rachel

Group Critiques
Last day to run critique protocols!

Rachel
Presents on LINK and College!

HOMEWORK
Finish Process Journals 4 and 5, and EMAIL them to Lori before the start of class!  Please send them in ONE document, not two.

Group Critiques

Senior Project Surveys!
Please take the two surveys linked below to help my senior project students with their research!  All responses are confidential and anonymous.  Please answer seriously, and do not share your responses with anyone else.

1. High School and Stereotypes
2. Perceptions of Beauty

Announcements

FIELD TRIP next Monday!  Please return your permission slips to me ASAP!

Group Critiques

See protocol in the previous post.

Project Work Time

-Process Journals 4 and 5

-Poem Revisions

-Project Planning

HOMEWORK

Poem critiques!  Make sure to note the two aspects of their poem you really like, and why, and give them at least two specific suggestions for revision.  

1. Bryn and Sienna
2. Anthony and Olivia
3. Marisa, Conner, and Sarah A.
4. Bella and Jake
5. Marley and Cole
6. Heidi and Tanner

Small Group Critiques and Journals 4-5

Starter 20

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 right now that you could analyze a poem you’ve never seen before?  Explain.

Critique Roles

1. Timekeeper: Responsible for moving group on.  Give a 1 minute warning before the end of every section.
2. Facilitator: Keeps the group on track, moves discussion when necessary.

Critiques

1. Author offers focusing question, discusses specific areas they would like feedback on.
2. Describe the poem style.  Try to do this without offering any judgments!
3. What’s memorable, piercing, or true about this writing?
4. Improvements and suggestions for revision
5. Poet responds

Work Priorities

Poem Revisions

Process Journals 4-5 (see below!)

Process Journal 4

Performance Inspiration:  What is your performance inspiration?  How will your poem be presented to the audience during exhibition?  Why did you choose this form, and what challenges do you anticipate?  (I am aware that this may change!  If you have more than one idea, talk through them both if that will help you!)

Revision Challenge: Go through your poem, and change the punctuation in a fundamental way.  This could mean that you add (parenthesis), use ellipsis…, add or take away commas, add or remove exclamation points !!! or question marks???, or play                        

                                                                                                with

                                                                                                                       Spacing.

Next Step:  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?)

Process Journal 5

Learnings:  What have you learned about poetry during this process?  What are your thoughts about poetry, and how have they changed in the past few weeks? 

Revision Challenge: Take two of the pieces of feedback you received from your critique sessions, and apply them to your poem.  Show me the original chunks and the revised versions, and briefly explain how you think these changes impact your poem.

Next Step:  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

1. Process Journals 4 and 5 (DUE: Start of class, Wednesday)

2. Critique Poems (DUE: Start of class, Monday)

• Harrison and Izzy
• Sarah and Ivie
• Araaa and Emily
• Miles and Johnny
• Avra and Noah
• Riley R., Riley W., and Josh

Whole Class Critique

Starter 19

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?

Critiques

Whole class in large circle

Author offers focusing question

Group Feedback

1. Describe the poem—how would you describe this piece of work?
2. What’s memorable, piercing, or true about this piece of writing?
3. What improvements could be made to this to make it even better?
4. Pass annotated poems back to authors

Authors respond: what was helpful, what do they need to work on.

Work Time

Revise poem!: Play with complete sentences.

Process Journal 3

HOMEWORK

Critique Poems!  Annotate with your reactions as you read, then write two things about poem that you really liked, and why, and two specific suggestions for revision.  DUE: Start of class, Thursday

1. Zach and Allie
2. Josiaph
3. Tony and Ashton
4. Ande and Eric
5. Justin and Conor
6. Tatum and Reuben

Devices Quiz and DUE DATES

DUE DATES

All due dates are for the START of class.

1. 2 poems critiqued- Weds, 4/10, Thurs 4/11, Mon 4/15, Tues 4/16
2. Process Journal 3- Thurs 4/11
3. Process Journals 4 and 5- Weds 4/17
4. Analysis Quiz- Thurs 4/18

Devices Quiz

When students are done, can independently move to the Starter and Process Journal.

Starter 18

1. What is your favorite concept or part of your poem right now?
2. What problems are you running into while writing your poem?  Be as specific as possible!
3. Talk to a person about their problems, brainstorm 3 possible solutions for their problem, and list them here.  Share solutions with them.

Whole Class Critique Sign Ups

Whole class critiques of 2 poems tomorrow to learn the protocol.  I need the following number of people to sign up to be critiqued on each of the following days:

1. 2 people for Wednesday
2. 6 for Thursday
3. 6 for Monday
4. 6 for Tuesday

Your poem will be due the day before your critique, to give me time to copy it for other students.

Homework will be to critique the poems (you will have about 2 to critique each night)

Process Journal 3

Process:  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?

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.

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

Critique Poems.  On each poem, you should should note the following.  You can do this on the text of the poem itself, or in comments at the end of the poem.

1. What is memorable, piercing or true about this writing?  At least two specific things.
2. What could the author do to make this piece even better?  Give at least two specific suggestions.

Critiques and Quiz Study

Recitations

AM: Olivia, Gordon, Araaa

PM: Cole, Ande, Johnny, Eric

Starter 17

1. Open freewrite 1:20
2. Circle one thing from the first freewrite and use it as your topic 1:20
3. How do things in a kitchen relate to war? 1:20
4. How do things in the bathroom relate to peace?
5. How do things on the ski mountain relate to violence?
6. How do things in nature relate to power?
7. How do things in classroom relate to truth?
8. Choose the one word or phrase that most relates to your poem from all the freewrites above and freewrite on it.

TURN IN Starters 12-17 and Process Journal 2

Quiz Study

Take 30 minutes and study devices.

1. Flashcards
2. Quiz each other
3. Review!
4. Final chance to check with Lori
5. Quiz is TOMORROW

Critiques

Trade with a person who is not at your table, and who has not seen your poem yet.  On the poem you received, please write:

1. Your name
2. What is your favorite part of this poem?  Why?
3. What poetic device are they using most effectively?  Explain how it affects you as a reader.
4. What are two specific things they could do to make this poem more powerful?  Think about form, devices, word choice, layout, perspective, cuts, additions…

Work Time

Poem Draft 3

Study for Devices Quiz

HOMEWORK

Study for QUIZ TOMORROW!

Form Inspiration

Recitations:

AM: Marisa, Anthony, Zach

PM: Reuben, Eric, Conor, Jake

Starter 16:

Poem that works backwards and forwards: Lost Generation

What do you notice about this poem?

What unique thing could you do to the form of your poem to emphasize your perspective?

Review List of Forms

Pulled from this website: http://www.poets.org/page.php/prmID/197

1. Sonnet (different types)
2. Sestina (6 stanzas of 6 lines each, complex system of repetition of words)
3. Villanelle (Do Not Go Gentle…)
4. Free Verse (any poem without meter and rhyme structure)
5. Spoken Word (Taylor Mali, Saul Williams, Kelly Zen-Tsai)
6. Modernist (ee cummings, Cohen, poets who break rules)
7. Ode (poem in praise of something, Neruda, Yeats)
8. Found Poem (William Burroughs)
9. Elegy (poem mourning the loss of something)
10. The Bop (poem that explores a problem)
11. Haiku (5-7-5, could do a series)
12. Beat Poetry (Ginsberg, Ferlinghetti)
13. Acrostic Poem
14. Forward/Reverse (Lost Generation)

Project Work Time

Poetry Revision

Process Journal 2

Conferences with Lori (REQUIRED if I haven't see your poem yet!)

Study for Quiz

Poetry Process Journal 2

Part 1: Form Inspiration:  Find a specific poem that you are using for your form inspiration (that shapes HOW your poem is written)

1. ID all poetic devices used in that poem (just list them)
2. Choose at least three poetic devices/techniques from your form inspiration that you want to emulate.
3. For each device:
1. Explain WHY you’re drawn to that device…what do you like about how that device is used in your inspiration?
2. Explain how that device will help you to develop the message and perspective of your poem.

Revision challenge:

Rewrite a chunk of your poem (at least 5 lines, preferably more!) 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.  You could also pick a specific form from the list above to attempt.)

Process/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

1. Poem Draft 2 and Process Journal 2:  PRINTED at start of class, Monday.
2. Study for QUIZ on Tuesday (poetic devices definitions and examples)

Mini-Critiques

Recitations

AM: Ashton, Sara, Emily

PM: Keagan, Marley, Jake

Starter 15

Trade poems with someone at your table.

Read their poem, then write on their poem:

1. What are two aspects of this poem that you really enjoy?  Be specific!
2. 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.

Get your poem back.  In your STARTER, write:

1. 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?

Class Time Today

Revise your poems

LINK Presentation

Rachel in class in the second hour to talk to students about LINK

Homework

Study for Devices Quiz  (QUIZ on TUESDAY!)

Memorization and Analysis

Poem Drafts, Continued

Starter 14

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

1. Poem Draft 1- Due Thursday, start of class.  Have ready to pull up on computer.
2. Process Journal 1- Due Thursday, start of class.  Email to Lori or have a printed copy.
3. Recitation Poem: Memorization and Analysis
4. Study for Devices Quiz- Quiz is next Tuesday!  

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 1 and process journal 1 (See yesterday's post for details on Process Journal 1)
2. Study for Devices Quiz

Poem and Process Journal 1

Starter 13:  Illuminated Text:  http://www.rossettiarchive.org/img/s258.jpg

1. What is this poem trying to communicate intellectually and emotionally?
2. What connections do you see between the artwork and the text?
3. How does the art impact the message of the poem?

Content Poems

Read poem out loud to group, then trade with one person.  On their poem, write the following:

1. Your name
2. What is the perspective of this poem?
3. What are the strongest lines of this poem, and why?  In other words, if you were going to throw out everything but 2-3 lines, which would you keep?
4. What are two specific things they could do to make this poem even stronger?

Poem Draft 1

Begin writing your poem for exhibition.  May help to start with an inspiration, may help to simply start writing.

PLAY in this draft!  Take risks, write too much, have too many ideas.  We can cut and refine later!

Keep EVERYTHING you write.  You never know if you will want the phrase in revision.  You will also have to write a growth as a poet reflection at the end of the project, and you will need early drafts to compare to your final.

Process Journal 1

MUST BE TYPED.  All answers should be specific, detailed, and in-depth.

Content Inspiration:  What do you think you are going to use as your content inspiration?  Remember, this must be a specific text, movie, activity, etc.  What about this inspires you? (images, words, symbols, phrases…)  How does this particular piece of content influence the perspective and direction of your poem?

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.

What's Next:  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?)

Memorization Practice

Take 15 minutes and find a partner.  Go rehearse your memorization poem.  Try to get through as much as you can without looking.  Practice eye-contact, fluidity, gestures, etc.

HOMEWORK

Recitation Poem:  Memorization and written analysis

Study for Devices Quiz

Poetry and Perspective

Announcements

1. Poem recitations start Wednesday!  Be ready.  Analysis are due the day that you are reciting.  Must be in my inbox by the start of class.
2. Office hours on Wednesday.
3. Devices Quiz: Next Tuesday.  Will ask you to use and define poetic devices, and to ID the message of various poems we've looked at in class.

Starter 12

1. Write me a metaphor or simile that captures something about your spring break (emotion, activity, mood, etc…)
2. For your final poem which of the aspects of poetry (intellectual, emotional, sensory, imaginative) do you think you will emphasize most?  Explain. 
3. Which 2 poetic devices will best help you achieve this?  Why?

Perspective and Poetry

What was Dulce’s perspective?  More that just “war is bad” (DUH)

"Duh" Perspectives:

1. War is bad
2. Violence hurts people
3. Peace is hard to achieve
4. Power corrupts people
5. Truth is important

In Pairs:

-Transform these statements into something with a unique perspective.  

-One sentence each. 

-Use your tools!  Imagery, symbols, devices, figurative language...

Write the best transformed statement on the back board.

Write 2-3 possible perspectives for your poem.

Content Inspiration Poem

Choose ONE text, movie, or activity we’ve looked at this year, and write a poem based on that content inspiration.  (You could also pick something you’ve read that we didn’t read as a class)

At the bottom of the poem, write a brief explanation that includes:

1. Main message of the reading, movie, or activity
2. What you took from that reading/movie/activity for your poem.  This could be ideas, specific language, characters, events...

If you finish…

Work on memorizing your poem for recitation

HOMEWORK

1. Finish content poem.  DUE: Start of class, Tuesday.
2. Memorize Recitation Poem (see linked document for recitation dates)
3. Study for Devices Quiz.  QUIZ:  Tuesday, 4/9