Lesson K

Students shared some truly remarkable odes today - I was so proud of the work they did!

Students  had the rest of the block to either begin work on their poetry projects, or study for tomorrow's quest.

Lessons I & J

 In yesterday's class, we discussed what an ODE really is, and looked at a variety of examples:

• A Classical ode
• Ode as a veiled critique, but still embodying praise
• Ode as a modern celebration of simple/humble things - as they are great
• Tips for writing an ode

Today's poem (and the last one) is an Ode. As per the links above, there is no specific expectation around the poem, other than it use poetic devices, praise something (or a group of related things), and be 20+ lines long (Odes can be VERY long pieces, so this is a minimum, not a maximum requirement). 

Today, students received their final poetry project. 

Next class will be about sharing odes, and then working on projects, and studying for Friday's Poetry Quest

Friday the 20th - Quest involves matching examples to terms (from alphabetized terms sheet) and labelling rhyme scheme.

Monday the 23rd - work period.

Tuesday the 24th - work period.

Wednesday the 25th - half period for work - gallery walk - handing-in of final projects.

PLEASE NOTE: It is expected that students use class time well. If they have completed their project work, they may read a novel, or do final work for their other classes - they may not sit on phones.

Lesson H

 Today, students read their personal novels for a short time.

Students shared their sound poems in groups, then some shared with the class as a whole.

Students have two options for today's poem:

Shape/Concrete Poem:

 Shape/_Concrete poems and Found poems were on the agenda. Your job this week is to experiment with form - have fun - try out the one that most interests you! You can send yourself a photo of your work, and put it in a file to upload OR, the mobile app will let you go into the assignment and upload a pic directly from your phone.

 

As we move through this week, get thinking about which of your poems really stands out for you (and meets all the criteria) so that you can use it for your final poetry assignment! (not yet assigned)

 

 

Lesson G

 Students read their personal novels.

We shared Shakespearean sonnets - many were good - some need some rhyme scheme work.

-We discussed the terms Onomatopoeia and Euphony, and looked at the examples of Eve Merriam's "Rusty Spigot, and Robert Frost's "Stopping by a Woods on a Snowy Evening." (Both available under the "Files" tab on teams for this lesson"

The assignment is as follows:

Picture a rusty spigot (google it) and water struggling to flow out of it, as there is water in the line. Read Eve Merriam's Poem, "The Rusty Spigot," aloud, and see how the choice of onomatopoeia/text actually causes the reader's voice to mimic the sound of water and air fighting to get out of the tap first...and hear how, in the end, the water wins. She forces us to both see and hear what the words are describing...

 

Write your own sound poem, 10+ lines, using onomatopoeia. Don't get caught up in Merriam's artistry - just do your best!

 

Alternatively, you may consider the euphony in Robert Frost's poem "Stopping by a Woods on a Snowy Evening," and seek to create a unified poem, which gives a sensory impression, using euphony...10+ lines.

 

 

Lesson F

 Students read their personal novels.

Students analyzed "Red Red Rose" for poetic devices and discussed it in groups. 

We read "The Passionate Shepheard to His Love," and talked about imagery and love poems - then contrasted it with Shakespeare's "Sonnet 130." - The latter we looked at for contrast of approach, and in order to understand sonnet rhyme scheme.

HMWRK - write a sonnet as per the instructions in the Teams assignment - due for tomorrow's class

Lesson E

 Students had guest presenters the past two days, but today we are up and running!

They read their personal novels.

Students shared their spoken word poems in groups, and then out with the larger class.

-We watched an awful Katy Perry video, and took apart the lyrics looking for bad metaphors, questionable similes, forced rhyme, and mismatched allusions (ie: it is set in Egypt, but she talks about Aphrodite, who is a Greco-Roman Goddess). 

-Students then read Robert Burns' "Red, Red Rose" for contrast. They labelled the rhyme scheme, and began to look for poetic devices, including metaphors, similes, and hyperbole.

No Homework

 

Lesson D

Today students read their personal novels.

We discussed the shape of the rest of January, including a poetry test on January 20th, and a final poetry piece due on January 25th.

We went over the entire alphabetical list of terms provided - it would seem a number of students missed some of these terms last year, so it would be worthwhile for them to review and study well in advance of the test later in the month.

Earlier in the week we listened to poems in Sarah Kay's Ted Talk . We also listened to Shayne Koyczan's
"To This Day"  and examined Barabara Adler's poem "In the Time Before," for poetic devices and ideas that stood out throughout the piece.

Today, we looked at the use of rhythm in this Pluto Rap, and internal rhyme in this Dr. Seuss piece

For homework, students are to create AND SUBMIT TO THE ASSIGNMENT IN TEAMS a Spokenword Poem. It is to be 10+ lines, make use of end and internal rhyme, and contain at least one example of enjambment. 

Students have guest speakers on Monday and Tuesday - this assignment is not due until 9pm on Tuesday night.