5/21/14
In Class:
Journal-- Reflect on your growth, achievements, and experience over the past block, particularly in regard to the syllabus agreement and goals you set up on the first day.
As a class, we observed our seeds (now outside in the planters) and discussed our accomplishments and continuing goals.
With the remainder of class, students worked independently to finish their portfolios, catch up on missing work, and compile & submit journals.
Exit ticket: What grade do you think you deserve in this class and why?
Homework:
Never stop writing!
Wednesday, May 21, 2014
Tuesday, May 20, 2014
May 19th, 2014
5/19/14
In Class:
Journal-- Respond to the following quote: "Success is a lousy teacher. It seduces smart people into thinking they can't lose." -Bill Gates
Screened and discussed "cuz he's black" by Javon Johnson.
Instruction and discussion of three modern day instances of social injustice:
* Boston Bruins fans vs. P.K. Subban
* Cliven Bundy vs. African Americans
* Arthur Martinez vs. Marion Mayer
Independently, each student wrote a letter to one of the six parties involved in these instances.
Filled in symbolism and motif on Poetic Devices worksheet.
Exit ticket: What do you need to bring to class next time?
Homework:
Work on portfolio!
Catch up on missing work and journal entries.
In Class:
Journal-- Respond to the following quote: "Success is a lousy teacher. It seduces smart people into thinking they can't lose." -Bill Gates
Screened and discussed "cuz he's black" by Javon Johnson.
Instruction and discussion of three modern day instances of social injustice:
* Boston Bruins fans vs. P.K. Subban
* Cliven Bundy vs. African Americans
* Arthur Martinez vs. Marion Mayer
Independently, each student wrote a letter to one of the six parties involved in these instances.
Filled in symbolism and motif on Poetic Devices worksheet.
Exit ticket: What do you need to bring to class next time?
Homework:
Work on portfolio!
Catch up on missing work and journal entries.
Wednesday, May 14, 2014
May 14th, 2014
5/14/14
In Class:
Journal-- Using a household item as a vehicle for a metaphor, describe a struggle you've faced. Ex.: My father is an off-balance washing machine, bumping loudly in the basement despite how much I've tried to fix him.
Screened and discussed "Friend Zone" by Dylan Garity.
Using "always there are the children" by Nikki Giovanni, "The Border" by José Hernández Díaz, and "Superhero" by Flobots, we examined the process of creating social justice poetry by adapting personal experience to create a broad, social message.
Then, each student wrote an "If I could change..." poem, similar in style to Flobots' "Superhero."
With remaining class time, students worked on their final portfolios by compiling Poem-a-Weeks, Poetic Devices, and documents.
Exit ticket: Give an example of a sentence for which you would use upward inflection.
Homework:
Work on portfolios!
Catch up on any missing work.
In Class:Journal-- Using a household item as a vehicle for a metaphor, describe a struggle you've faced. Ex.: My father is an off-balance washing machine, bumping loudly in the basement despite how much I've tried to fix him.
Screened and discussed "Friend Zone" by Dylan Garity.
Using "always there are the children" by Nikki Giovanni, "The Border" by José Hernández Díaz, and "Superhero" by Flobots, we examined the process of creating social justice poetry by adapting personal experience to create a broad, social message.
Then, each student wrote an "If I could change..." poem, similar in style to Flobots' "Superhero."
With remaining class time, students worked on their final portfolios by compiling Poem-a-Weeks, Poetic Devices, and documents.
Exit ticket: Give an example of a sentence for which you would use upward inflection.
Homework:
Work on portfolios!
Catch up on any missing work.
Monday, May 12, 2014
May 12th, 2014
4/12/14
In Class:
Journal-- Reflect on last week's Poetry Jam--both your performance and performances of others. What did you take away from the experience?
Screened and discussed "Shrinking Women" by Lily Myers.
Introduced final project and reviewed an example portfolio.
In pairs, students defined and provided examples for the following poetic devices: assonance, consonance, alliteration, cacophony, onomatopoeia, and hyperbole.
Began discussing the notion of poetry as a means to rectify social injustice: "Poetry’s mission is to subvert, to question, to challenge, provoke, to flail one’s vulnerability and voice into the marvelous whirlwind of poetry’s awe, flagging at the horns of the raging beast that is society's gluttonous comfort." - Jimmy Santiago Baca
Screened and discussed "Amand'la" by Slam NUBA (Dominique Ashaheed and Ayinde Russell). Read and discussed "The Physics of Being Mexican-American (Quantum Mexicanics)" by Ralph Haskins.
Exit ticket: Give an example of personification.
Homework:
Read the three remaining poems on Arizona SB 1070.
Find one song/poem that address a social injustice.
In Class:
Journal-- Reflect on last week's Poetry Jam--both your performance and performances of others. What did you take away from the experience?
Screened and discussed "Shrinking Women" by Lily Myers.
Introduced final project and reviewed an example portfolio.
In pairs, students defined and provided examples for the following poetic devices: assonance, consonance, alliteration, cacophony, onomatopoeia, and hyperbole.
Began discussing the notion of poetry as a means to rectify social injustice: "Poetry’s mission is to subvert, to question, to challenge, provoke, to flail one’s vulnerability and voice into the marvelous whirlwind of poetry’s awe, flagging at the horns of the raging beast that is society's gluttonous comfort." - Jimmy Santiago Baca
Screened and discussed "Amand'la" by Slam NUBA (Dominique Ashaheed and Ayinde Russell). Read and discussed "The Physics of Being Mexican-American (Quantum Mexicanics)" by Ralph Haskins.
Exit ticket: Give an example of personification.
Homework:
Read the three remaining poems on Arizona SB 1070.
Find one song/poem that address a social injustice.
Wednesday, May 7, 2014
May 7th, 2014
5/7/14
In Class:
Journal-- Write a series of couplets responding to the image at right.
couplet: two lines of poetry similar in length and meter, often rhyming.
Screened and discussed "Contingency Plan" by Omar Holmon. More than anything else at Friday's Poetry Jam, you should be genuine, confident, and proud to share your hard work with the school.
In pairs, students rehearsed their pieces for Poetry Jam. Then, using the microphone, each student performed for the class.
Independently, each student made a stress ball; it is much better to release nervous energy in a subtle, non-distracting way if at all possible.
Finally, each student chose a quote from a selected set from Dance First, Think Later. Using this as a jumping-off point, each student free-wrote for 7 minutes.
Exit ticket: What are your thoughts, concerns, and hopes for Poetry Jam?
Homework:
Practice, practice, practice!
Poem-a-Week #6 due on Monday.
In Class:Journal-- Write a series of couplets responding to the image at right.
couplet: two lines of poetry similar in length and meter, often rhyming.
Screened and discussed "Contingency Plan" by Omar Holmon. More than anything else at Friday's Poetry Jam, you should be genuine, confident, and proud to share your hard work with the school.
In pairs, students rehearsed their pieces for Poetry Jam. Then, using the microphone, each student performed for the class.
Independently, each student made a stress ball; it is much better to release nervous energy in a subtle, non-distracting way if at all possible.
Finally, each student chose a quote from a selected set from Dance First, Think Later. Using this as a jumping-off point, each student free-wrote for 7 minutes.
Exit ticket: What are your thoughts, concerns, and hopes for Poetry Jam?
Homework:
Practice, practice, practice!
Poem-a-Week #6 due on Monday.
Monday, May 5, 2014
May 5th, 2014
5/5/14
In Class:
Journal-- "Be kind, for everyone you meet is fighting an unknown battle." - Ian Maclaren
Screened and discussed "21" by Patrick Roche, particularly in regard to the structure of the piece and the tone/mood cultivated in performance.
Each student wrote a similar piece, identifying strong memories from each year of his or her life in descending order.
Lesson on Performance Techniques: Annotation & Cues
Refresher on the various terms and techniques we've studied so far--crescendo, decrescendo, pace, inflection.
Developed coding system for marking performance technique:
< crescendo > decrescendo || pause (long) / pause (short) ↑ increase pace ↓ decrease pace ^ accent/emphasis [Tone/mood/emotion words]
Instructor performed untitled poem ("I remember the way your eyes matched your dress...") while students annotated with perceived performance cues.
Independently, each student annotated a poem from a random selection with performance cues; then, students shared out their poems using cues.
Exit ticket: Who is one person you can always rely on?
Homework:
Identify the piece(s) you will be sharing for Poetry Jam this Friday.
Tend seeds!
In Class:
Journal-- "Be kind, for everyone you meet is fighting an unknown battle." - Ian Maclaren
Screened and discussed "21" by Patrick Roche, particularly in regard to the structure of the piece and the tone/mood cultivated in performance.
Each student wrote a similar piece, identifying strong memories from each year of his or her life in descending order.
Lesson on Performance Techniques: Annotation & Cues
Refresher on the various terms and techniques we've studied so far--crescendo, decrescendo, pace, inflection.
Developed coding system for marking performance technique:
< crescendo > decrescendo || pause (long) / pause (short) ↑ increase pace ↓ decrease pace ^ accent/emphasis [Tone/mood/emotion words]
Instructor performed untitled poem ("I remember the way your eyes matched your dress...") while students annotated with perceived performance cues.
Independently, each student annotated a poem from a random selection with performance cues; then, students shared out their poems using cues.
Exit ticket: Who is one person you can always rely on?
Homework:
Identify the piece(s) you will be sharing for Poetry Jam this Friday.
Tend seeds!
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