Project Critiques

Announcements:

1. Bring furniture and exhibition supplies by MONDAY!  You can bring it in on Friday if that's easier!

Critiques

See linked document above for critique guidelines.

Project Work

Refine your projects- you only have 3 class days left to complete these!

Editors!  Get edited poems to Katie by the end of the day today.

Formatting Requirements:

• 12 pt. font
• Times New Roman
• Single Spaced
• Title:  20 pt, Times New Roman, Bold, Centered
• Check for typos, spelling errors, punctuation that doesn't make sense.
• Check with the poet if you have any questions!

HOMEWORK

• Get furniture/decor for exhibition
• Work on project!

Project Work, Continued

Project Goals

1. Did you make your goal from yesterday?  Why/why not?
2. Revise goals for today.
3. Lori checks all goals as students work on submitting poems.

Work Priorities

1. Final Draft Poems to Editors (no leaving the classroom until this is done)
2. Challenge Role Conferences
3. Project Work time:  Must have something SUBSTANTIAL to show for critiques tomorrow!  Project should be at least ½ done.

CHALLENGE ROLES

Editors

1. Check in during last 15 minutes of class to make sure everything is turned in to you.
2. Inform Lori at end of class of any missing Poems
3. Check poems for…
• Formatting requirements (see board for details)
• Proofreading (spelling, grammar, punctuation, etc.)
• For spelling errors  and typos, just fix them.
• If changing things in a poem (punctuation, etc.) check with poet first.

Editor in Chief

1. Set up filing system to receive submissions
2. Get familiar with Lulu.com.
3. Book should be published by Monday.

Videographers

1. Make sure you know who is bringing what equipment

Interior Design

1. Floor plan
2. Materials needed (everyone has to bring at least 1 thing to contribute)
3. Wall plan
4. Theme, decorations, etc.
5. When you think it will be best to transform the room (lunch?  after school?  what days?

Vendors

1. Food and Beverage coordinator (organizes who brings what)
2. Set up (figures out location, furniture, utensils, etc.)

HOMEWORK

Have a substantial portion of your project done and ready for tomorrow's critiques!

Project Work Time!

Announcements:

• FINAL POEM- Due on Wednesday to your editor (see list on whiteboard for email address and formatting requirements.
• BOOK COVER CONTEST- Due on Wednesday to Lori.
• Everyone must bring 1 piece of furniture (rug, lamp, chair, table, other?) to class by next Monday at the latest.  Can start bringing it ASAP!

Challenge Roles First!

• Editors:  Edited versions to Katie Austin, in the correct format, by end of class on Thursday.
• Editor In Chief:  Get familiar with Lulu.com, set up filing system to collect edited poems.
• Videographers:  We'll talk next week!  
• Interior Design Crew:  Come up with design concept for the room, with a floor plan, and a list of supplies we need.  Start gathering materials and getting a list of student contributions.
• Vendors:  Get a list of food contributions, figure out setup.

EVERYONE ELSE:

1. Get FINAL poems to editors.  See formatting requirements on the board.
2. Work on projects
3. We will do project critiques on THURSDAY, so have something substantial done by that point!

HOMEWORK:  Make your project AMAZING!

Project and Weekend Work

Hey all!  You have a 3 day weekend this week, but that doesn't mean you're off the hook for your project work!  Here are your goals for this weekend, broken down by the types of projects.  This is what you should have DONE when you walk into class on Tuesday!

Spoken Word

• Poem is finished and finalized (including checks on capitalization and punctuation
• 1/2 of your poem is memorized (this could be a little less if your poem is longer than 2 pages)
• You have a copy of your poem that is annotated with performance notes, including, but not limited to:
• Volume changes
• Pauses
• Places for gestures
• Speed changes
• Intensity changes

Visual Art Pieces + Recitation

• Poem is finished and finalized (including checks on capitalization and punctuation
• About 1/2 of your poem is memorized
• You have ALL necessary materials for your art project ready to use in class on Monday
• Your painting/sculpture/art concept is in a fairly final form that you are happy with

Video, Kinetic Text, Stop Motion, other Techy Projects

• Poem is finished and finalized (including checks on capitalization and punctuation
• You have a high quality audio recording of you reciting your poem done on Audacity, or another sound editing program
• You have a storyboard/other type of plan done for the sequence of images you are going to use
• KINETIC TEXT ONLY...You have annotated a copy of your poem by underlining all the action words (look for verbs!), and making notes about how you could animate the text to mirror the meaning of the word

Have a great weekend!

Worky Worky!

Project Work Time!

1. Email Lori by the end of today if you are interested in an Exhibition Role.
2. Finalize your poems!  They should be almost done!
3. Work on your projects- you know what you need to do.

HOMEWORK

1. Work on poem and project!

Poetry Analysis QUIZ

Poetry Analysis Quiz
You have all class to complete this quiz.  You may use the following resources:

• Computer (but no internet!)
• List of strategies for working through a poem
• Outline format (I provide this)
• Pen or Pencil
• List of poetic devices
• Dictionary

If you finish before the end of class, work on poem revisions and project ideas.

NWEA TESTING TOMORROW!

I promise...project work is coming on Wednesday and every day after that!  Promise!  Pinky swear!

Project Ideas and Quiz Preparation

Project Due Dates:

1. Rough Draft Artist Statement:  SOC, Friday 4/18
2. FINAL DRAFT Poem and Artist Statement:  EOC, Wednesday 4/24
3. Book Cover Submission:  SOC, Wednesday 4/24
4. Digital Projects to Tech Person:  EOC, Monday 4/28
5. ALL PROJECTS COMPLETE for GRADED REHEARSAL:  SOC, Tuesday 4/29
6. Final Rehearsal:  Thursday 5/1

Other Announcements:

1. QUIZ on Monday!  Bring your computer!
2. NWEA testing next week on Tuesday and Wednesday
3. Bonanza Lesson for 1 hour next Thursday

Poetry Analysis Quiz Preparation

Read over the feedback I give you CAREFULLY!  Make sure you make improvements for your quiz!

For the quiz, you may have the following items with you:

1. Computer (NO internet!)
2. List of strategies for working through a poem
3. Outline format (I will provide this)
4. Pen or pencil
5. List of devices

Project Conferences

I will be holding conferences about your project/poem starting Monday, 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.

HOMEWORK

1. Prepare for QUIZ on MONDAY!  See list above.
2. Revise poem

Critiques and Work Time

Critiques
Final round of group critiques!

Project Work Time
-Poem Revisions
-Process Journals 4 and 5
-Project Brainstorming

HOMEWORK

1. Project Journals 4 and 5.  EMAIL to Lori before the start of class on Friday.

Critique Away!

Starter 20

1. Of all the poems we’ve read this year, which one was the most difficult for you to understand?  What made it so difficult?
2. Why do poets insist on describing things in weird and unusual ways?

Critique Groups

You know the drill!

HOMEWORK

1. Critique poems for Thursday
2. Process Journals 4 and 5.  DUE:  Friday, EMAIL to Lori before the start of class.

Critique Groups and Work Time

Starter 19

What are all the steps you need to go through to make sense of a difficult poem?  List them here!

How confident are you right now that you could successfully understand and write and analysis of a poem you’ve never seen before?  Rank on a scale of 1-4 (1 = Not at all confident, 4 = Very confident), and explain.

Critiques

1. Author offers focusing question and reads the poem out loud to the group.
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. Address author's focusing question.
6. Poet responds

Repeat (should take around 15 minutes/poem, maybe 20)

Project Work Priorities

1. Devices Quiz Makeups
2. Poem Revisions
3. Project Journals 4-5
4. Critique Poems for tomorrow
• Group 1:  Anish and Oli
• Group 2:  Lia, Derek, and Cathy
• Group 3:  Ellie, Raven, and Abby

HOMEWORK

1. Critique Poems for critique group tomorrow (see above for linked poems).  DUE:  Start of class, Wednesday.
2. Process Journals 4 and 5.  DUE:  EMAIL to Lori by the start of class on Friday.

Whole Class Critique and Journals 4 & 5

Starter 18

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:  If you are thinking about doing this for your project, now is the time to get Adobe AfterEffects trial on your computer and start messing with it!
2. Devices/Perspective Quiz Makeups: Tuesday, 2^nd half of class.
3. Analysis Quiz on MONDAY.  Must be typed.  NO access to internet for this, only paper dictionaries.  Will get feedback on your analysis of your recitation poem by the end of the week—think of this as practice!  Graded on 3 aspects:
• Annotation
• Analysis of Message (1 paragraph)
• Analysis of Devices (2 paragraphs)

Critiques

1. Author offers focusing question and reads poem out loud to the group. (1-4 min)
2. What’s memorable, piercing, or true about this piece of writing?  (6-8 min)
3. 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

Be prepared

Everyone participates and speaks

Take intellectual risks—go deep!

Stick to the times

Be specific and helpful

Be open to new ideas; avoid being defensive

Process Journal 4

1. 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?
2. 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.
3. Process:  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

1. Poetry Learning:  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? 
2. Revision Challenge: Take two of the pieces of feedback you received from your critique sessions, and apply them to your poem.  Show me the revisions, and briefly explain how you think these changes impact your poem.
3. Process:  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:  EMAIL both to Lori before the start of class on Friday.
2. Analysis QUIZ on MONDAY, APRIL 14!
3. Critique Poems.  DUE:  Start of Class Tuesday
1. Group 1:  Critiques for Lyle, Bryce, and Mila.  (Group is Lyle, Bryce, Mila, Katie, Anish, Oli, Lane, Keenan)
2. Group 2:  Critiques for Savvy and Hannah.  (Group is Savvy, Hannah, Lia, Derek, Cathy, Ian, Al, Ben)
3. Group 3:  Critiques for JJ and Max.  (Group is JJ, Max, Ellie, Will, Raven, Devin, Bekah, Abby)

Remember, to critique the poems, do the following:

1. Read and annotate carefully
2. What is the perspective being expressed here?
3. At least 2 specific places in the poem that are memorable, piercing, true, and why you liked them.
4. At least 2 specific places the poem could be improved, with specific suggestions for how to improve them
5. Address the author’s focusing question.

Devices Quiz and Critique Prep

Devices Quiz

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

Starter 17

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 13-17

Poems for Critique

For each of the poems, please do the following, either on the text of the poem, or on a separate piece of paper.

• Write your name.
• Read and annotate carefully- react to the poem!
• What is the perspective being expressed here?
• Label at least 2 specific places in the poem that are powerful, and explain why you liked them.
• Label at least 2 specific places the poem could be improved, with specific suggestions for how to improve them.
• Answer the author’s focusing question.

Project Work Time

• Conferences with Lori
• Poem Draft 3
• Process Journal 3
• Critique poems for Monday

Process Journal 3

1. Poem Difficulties:  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. 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. Critique Devin's Poem and Katie's Poem for Monday.  See above for specific instructions!  DUE:  Start of class, Monday.
2. Process Journal 3:  EMAIL to Lori before the start of class on Monday.

Critique 2 and Work Time

Recitations:  Raven, Rebekah, Devin, Lia

Whole Class Critique Sign Ups

Whole class critiques of 2 poems Monday to learn the protocol.  Please sign up on the whiteboard for a critique day, then write it in your planner!  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 2-3 to critique each night.  More details on that tomorrow!

Starter 16:

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

Critiques

1. On your own poem, write a focusing question you would like feedback on.
2. Trade with a person who is not at your table, and who has not seen your poem yet.
3. On the poem you received, please write:
• Your name
• What is your favorite part of this poem?  Why?  Star it
• What poetic device are they using most effectively?  Explain how it affects you as a reader.
• What are two specific things they could do to make this poem more powerful?  Think about form, devices, word choice, layout, perspective, cuts, additions…
• Address their focusing question

Project Work Time

1. Conference with Lori (everyone has to conference with me today or Friday)
2. Poem Draft 3
3. Process Journal 3 (see below)
4. Memorization and Written Analysis

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

1. Poem Draft 3:  DUE the day before you are being critiqued.
2. Process Journal 3:  EMAIL to Lori before the start of class Monday.
3. Study for QUIZ on Friday

Process Journal 2 and Work Time

Recitations

AM: Devin, Anish, Savvy

Starter 15

Open freewrite 2:00

Circle one thing from the first freewrite and use it as your topic 2:00

How do things in a classroom relate to war? 2:00

How do things in the bathroom relate to peace?  2:00

How do things on the ski mountain relate to truth?  2:00

Quiz Study

Take 30 minutes and study devices with your flashcards for the quiz on Friday!

Poem Draft 2 and Process Journal 2

Finish them!  Remember to EMAIL your Process Journal to Lori, and PRINT your poem draft for class!

Work Time

Poem Draft 2

Process Journal 2

Poem Memorization and Written Analysis

HOMEWORK

1. PRINT Poem Draft 2 before class on Thursday
2. EMAIL Process Journal 2 to Lori before class on Thursday
3. Study for QUIZ on Friday!

Mini-Critiques and Poem Draft 2

Quiz Study Time

Finish making flashcards for poetic devices, and study for the quiz with a partner!

Starter 14

1. Trade poems with someone at your table.
2. Read their poem, then write on their poem:
• What are two aspects of this poem that you really enjoy?  Explain what they are, star examples of them on the text of the poem, and explain why they are effective.
• 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, clarity of the message, etc.
3. Get your poem back.  In your STARTER, write:  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?  Why?

Project Work Time

1. Poem Draft 2:  Rewrite and Revise!
2. Process Journal 2 (see instructions below)
3. Recitation Poem:  Memorize, and finish your written analysis
4. Study for Quiz

Poetry Process Journal 2

Form Inspiration!

1. Explain what your form inspiration is. 
2. Find a specific poem that you are using for your form inspiration
3. ID all poetic devices used in that poem (just list them)
4. Choose at least three poetic devices/techniques from your form inspiration that you want to emulate.
5. 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.

Revision challenge:  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.).  Make sure for this section you copy and paste your original 5 lines AND the revised lines!

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:

• Study for Devices Quiz on FRIDAY!
• Work on memorizing and reciting your poem, finish your written analysis.