5/23/13
In Class:
Journal-- Reflect on the syllabus agreement you signed at the beginning of the block. Did you fulfill your agreement? Did you fulfill your own expectations of yourself?
Course surveys.
Reviewed final poetic devices: conceit, symbol, motif, allusion, meter, and apostrophe. Students completed examples on the worksheet if they hadn't already.
With remaining time, students made up any missing work or missing journals.
Exit Ticket: Verbally, around the planters bearing our seeds from Day 1, each student reflected on his or her growth as a writer and performance in this class.
Homework:
Just like your seeds, you--as a poet, student, and person--will have the opportunity to either grow and thrive or wither. Over break, in upcoming blocks, and belong, challenge yourself to cultivate your skills, maintain healthy habits, and move forward with life. Write daily, and be a poet in every aspect of life!
Thursday, May 23, 2013
Tuesday, May 21, 2013
May 21st, 2013
5/21/13
In Class:
Journal-- Identify and describe the most important people in your life.
Poetry for the sake of poetry: "Mr. Notme" by Joseph LMS Green.
Instruction on poetic devices tone and mood, especially in regards to the transaction amongst authors and readers:
Students worked independently on final portfolios for the remainder of class time.
Exit Ticket: What has been your biggest educational gain this block?
Homework:
Finish and submit portfolios!
Catch up on missing work or journals.
In Class:
Journal-- Identify and describe the most important people in your life.
Poetry for the sake of poetry: "Mr. Notme" by Joseph LMS Green.
Instruction on poetic devices tone and mood, especially in regards to the transaction amongst authors and readers:
Students worked independently on final portfolios for the remainder of class time.
Exit Ticket: What has been your biggest educational gain this block?
Homework:
Finish and submit portfolios!
Catch up on missing work or journals.
Thursday, May 16, 2013
May 16th, 2013
5/16/13
In Class:
Journal-- Write a poem in four-line stanzas about the worst class you’ve ever taken.
In the same way that poetry and art speak to social issues and broad audiences in order to make a difference, as Baca informs us, poems also speak to one another. On a grand scale, poetry tends to be a part of a universal conversation about what it means to be a human being, or how each of us defines the human experience. In a more obvious way, though, some poems speak directly to other poems.
As a class, we read “Passionate Shepherd to His Love” by Christopher Marlowe (1599), “Nymph’s Reply to the Shepherd” by Sir Walter Raleigh (1600), and “Love Under the Republicans (Or Democrats)” by Ogden Nash (1930) and contrasted the different works:
Then, we compared two spoken word poems, "the mother" by Gwendolyn Brooks and "the father" by Shane Abrams.
Exit ticket: Approximately what percentage of your portfolio have you completed?
Homework:
Work on your portfolio! Due next Tuesday.
In Class:
Journal-- Write a poem in four-line stanzas about the worst class you’ve ever taken.
In the same way that poetry and art speak to social issues and broad audiences in order to make a difference, as Baca informs us, poems also speak to one another. On a grand scale, poetry tends to be a part of a universal conversation about what it means to be a human being, or how each of us defines the human experience. In a more obvious way, though, some poems speak directly to other poems.
As a class, we read “Passionate Shepherd to His Love” by Christopher Marlowe (1599), “Nymph’s Reply to the Shepherd” by Sir Walter Raleigh (1600), and “Love Under the Republicans (Or Democrats)” by Ogden Nash (1930) and contrasted the different works:
Then, we compared two spoken word poems, "the mother" by Gwendolyn Brooks and "the father" by Shane Abrams.
Exit ticket: Approximately what percentage of your portfolio have you completed?
Homework:
Work on your portfolio! Due next Tuesday.
Wednesday, May 15, 2013
May 14th, 2013
5/14/13
In Class:
Journal-- Respond to the following quote:
“Poetry’s mission is to subvert, to question, to challenge, provoke, to flail one’s vulnerability and voice in the marvelous whirlwind of poetry’s awe, flagging at the horns of the raging beast that is society’s gluttonous comfort ….” - Jimmy Santiago Baca
Poetry for the sake of poetry: "Theme for English B" by Langston Hughes.
Discussed background of legislation like SB 1070 in Arizona. Screened "Tuscon's Mexican-American Studies Ban" from The Daily Show with Jon Stewart, then read "So Mexicans are Taking Jobs from Americans?" (Jimmy Santiago Baca), "The Physics of Being Mexican American (Quantum Mexicanics)" (Ralph Haskins), and "Legal Alien" (Pat Mora). Discussed the use of poetry as a tool for dismantling systems of social oppression, specifically in the framework of the following questions:
- What was the social issue that inspired this poem?
- Who do you think is the target audience?
- What effect did this have on you? What effect do you think it would have on the target audience?
- What approach/techniques does the author use to create this effect
Independently, each student read background information on Do Not Resuscitate orders, euthanasia, and Japanese internment camps, followed by "Do Not Resuscitate" by Brenda Butka and "In Response to Executive Order 1066" by Dwight Okita. Each student then wrote a brief paragraph reflecting on either of the poems and answering the four above questions.
With remaining time, students worked independently on missing work or final portfolios.
Exit Ticket: Reflect briefly on the Poetry Jam.
Homework:
Finish your paragraph on social justice poetry.
Work on finals! Due next Tuesday.
Catch up on any missing work.
In Class:
Journal-- Respond to the following quote:
“Poetry’s mission is to subvert, to question, to challenge, provoke, to flail one’s vulnerability and voice in the marvelous whirlwind of poetry’s awe, flagging at the horns of the raging beast that is society’s gluttonous comfort ….” - Jimmy Santiago Baca
Poetry for the sake of poetry: "Theme for English B" by Langston Hughes.
Discussed background of legislation like SB 1070 in Arizona. Screened "Tuscon's Mexican-American Studies Ban" from The Daily Show with Jon Stewart, then read "So Mexicans are Taking Jobs from Americans?" (Jimmy Santiago Baca), "The Physics of Being Mexican American (Quantum Mexicanics)" (Ralph Haskins), and "Legal Alien" (Pat Mora). Discussed the use of poetry as a tool for dismantling systems of social oppression, specifically in the framework of the following questions:
- What was the social issue that inspired this poem?
- Who do you think is the target audience?
- What effect did this have on you? What effect do you think it would have on the target audience?
- What approach/techniques does the author use to create this effect
Independently, each student read background information on Do Not Resuscitate orders, euthanasia, and Japanese internment camps, followed by "Do Not Resuscitate" by Brenda Butka and "In Response to Executive Order 1066" by Dwight Okita. Each student then wrote a brief paragraph reflecting on either of the poems and answering the four above questions.
With remaining time, students worked independently on missing work or final portfolios.
Exit Ticket: Reflect briefly on the Poetry Jam.
Homework:
Finish your paragraph on social justice poetry.
Work on finals! Due next Tuesday.
Catch up on any missing work.
Thursday, May 9, 2013
May 9th, 2013
5/9/13
In Class:
Journal-- Choose a random word of seven or more letters from the dictionary; use this word to write an acrostic poem.
Housekeeping: Feedback on extra credit offerings.
Poetry for the sake of poetry: "Legacies" by Nikki Giovanni.
Instruction and discussion of performance technique of pace. Students practiced using their acrostics from journal entries.
"Contingency Plan" by Omar Holmon.
Workshop rehearsal for Poetry Jam.
Exit Ticket: What are three things you can control about your poetic performance?
Homework:
Practice for tomorrow!
In Class:
Journal-- Choose a random word of seven or more letters from the dictionary; use this word to write an acrostic poem.
Housekeeping: Feedback on extra credit offerings.
Poetry for the sake of poetry: "Legacies" by Nikki Giovanni.
Instruction and discussion of performance technique of pace. Students practiced using their acrostics from journal entries.
"Contingency Plan" by Omar Holmon.
Workshop rehearsal for Poetry Jam.
Exit Ticket: What are three things you can control about your poetic performance?
Homework:
Practice for tomorrow!
Tuesday, May 7, 2013
May 7th, 2013
5/7/13
In Class:
Journal-- Free write using the following quote as a jumping-off point: "Enjoy every sandwich." - Warren Zevon
Transplanted seeds into planters outside the school front door.
Students worked independently on poetry for Friday's Poetry Jam or on their final portfolios.
Exit Ticket: Describe the first teacher you remember.
Homework:
Polish, revise, and practice poetry for the Poetry Jam!
In Class:
Journal-- Free write using the following quote as a jumping-off point: "Enjoy every sandwich." - Warren Zevon
Transplanted seeds into planters outside the school front door.
Students worked independently on poetry for Friday's Poetry Jam or on their final portfolios.
Exit Ticket: Describe the first teacher you remember.
Homework:
Polish, revise, and practice poetry for the Poetry Jam!
Thursday, May 2, 2013
May 2nd, 2013
5/2/13
In Class:
Journal-- Free-write, but start here.
Reminder: Upcoming extra credit opportunities!
Attend 2 of the 3 upcoming events to earn 40 points extra credit:
- Thursday, May 2nd, after school at Boulder Prep -- Café Cultura poetry and performance workshop.
- Friday, May 3rd, during Life Skills rotations at Boulder Prep -- writers' workshops led by Shane, Lily, and guest Lily Krenza.
- Monday, May 6th, 4-10 PM in downtown Boulder -- Laughing Goat poetry open mic (dinner and activities will be provided by Prep).
Poetry for the sake of poetry: "True Love" by Sharon Olds.
Reviewed and discussed the assignment and expectations for the final project (see separate post).
Students independently wrote, revised, and polished potential Jam poems. Remember, the jam is one week from tomorrow!
Homework:
Prepare and practice one poem for Tuesday (pre-Jam). Consider performance techniques.
In Class:
Journal-- Free-write, but start here.
Reminder: Upcoming extra credit opportunities!
Attend 2 of the 3 upcoming events to earn 40 points extra credit:
- Thursday, May 2nd, after school at Boulder Prep -- Café Cultura poetry and performance workshop.
- Friday, May 3rd, during Life Skills rotations at Boulder Prep -- writers' workshops led by Shane, Lily, and guest Lily Krenza.
- Monday, May 6th, 4-10 PM in downtown Boulder -- Laughing Goat poetry open mic (dinner and activities will be provided by Prep).
Poetry for the sake of poetry: "True Love" by Sharon Olds.
Reviewed and discussed the assignment and expectations for the final project (see separate post).
Students independently wrote, revised, and polished potential Jam poems. Remember, the jam is one week from tomorrow!
Homework:
Prepare and practice one poem for Tuesday (pre-Jam). Consider performance techniques.
Final Portfolio Assignment Sheet
Performance
Poetry Portfolio
Due
Monday, May 20th, 2013
As the final
assessment for Poetry and Poetic Speech, you will be creating a cumulative
portfolio. This portfolio will reflect your experiences and growth over the
course of the unit: it will show how this course has affected you.
Assignment: In a binder or
folder, you will organize 12 documents which you have gathered during the course.[*]
These include (but are not limited to):
·
‘Final’ drafts of any written work
·
Rough drafts of written works
·
One of your works that you love
·
One of your works that you hate
·
Poems you explicated/analyzed
·
Poems you read which particularly moved you or
inspired you
·
Reflections or journal entries
·
Notes
·
Peers’ responses to your work
·
Letters, free-writes, phone messages, text
messages, e-mails, Facebook posts, or anything else that contributes to your
poetic artistic process
I recommend
that you include as much variety as
possible—as many different documents as you have. Additionally, you are
encouraged to include drafts which demonstrate the progression of your work.
Not
everything you include in your portfolio should be of “final draft” quality; in
fact, it is better to include marked-up, “rough draft” quality documents.
Documents like these better demonstrate that writing is a process, not a product.
You will not be graded on the quality of exhibits you include, but rather the
relevance of the documents in reflecting your writing process.
Also, you must include the following:
·
A title
page with your name and date.
·
A brief reflection
on each document. Write one paragraph (50-100 words) as an introduction to
each document. Explain how the document demonstrates your growth as a writer,
your exposure to new things, or your developing conceptualization of writing.
Describe the assignment’s influence on your learning and your process.
·
A brief
conclusion (200-250 words) demonstrating how your work this block
(specifically, work which you included in the portfolio) functions together to
contribute to your broader relationship with writing. Step back and evaluate
how you have grown; then, describe that growth.
You will be
graded based on the following standards (see the rubric on the following page):
·
Presentation
·
Content: Choice of works
·
Metacognitive reflections
·
Conclusion/self-evaluation
Tips for
success on this project:
·
Keep everything!
Drafts, journals, assignments, anything. The more you have to work with, the
better your portfolio selections will be.
·
Do not wait until the last weekend before this
is due. This is an ongoing process.
·
Regardless of what you accomplish day-to-day,
try to think about this project and your approach whenever possible.
[*] This figure does not
include documents which the instructor requests be included in the final
portfolio.
Wednesday, May 1, 2013
April 30th, 2013
4/30/13
In Class:
Journal-- Using only monosyllabic words, tell a story beginning with one of the following phrases:
- “The last time I saw her…”
- “When the bomb went off…,”
or
- “He told me not to….”
Notes on upcoming extra credit opportunities!
Attend 2 of the 3 upcoming events to earn 40 points extra credit:
- Thursday, May 2nd, after school at Boulder Prep -- Café Cultura poetry and performance workshop.
- Friday, May 3rd, during Life Skills rotations at Boulder Prep -- writers' workshops led by Shane, Lily, and guest Lily Krenza.
- Monday, May 6th, 4-10 PM in downtown Boulder -- Laughing Goat poetry open mic (dinner and activities will be provided by Prep).
In pairs, students researched definitions and examples of assigned poetic devices, then taught their devices to the rest of the class. Terms included were: personification, hyperbole, internal rhyme, end-rhyme, consonance, onomatopoeia, assonance, cacophony, stanza, couplet, and enjambment. If you missed class today, please gather these definitions for the Poetic Devices worksheet from your peers.
Independently, each student composed a short poem according to the following guidelines:
Line 1) Write a line describing a fear of yours.
Line 2) Write a line of at least 7 words that uses a simile to explain this fear.
Line 3 & 4) Write two lines that use either internal rhyme or end-rhyme; in these lines, connect your identified fear to one of the following intangible ideas--'love,' 'education,' or 'freedom.'
Line 5) Write a line that includes both a proper noun and personification.
Line 6) Write a line that uses consonance and/or alliteration.
Exit ticket: Describe something you've learned outside of school in the past week.
Homework:
Revise your 6 line poem by Tuesday.
Keep polishing and practicing Jam poems.
Fill two more pages of your notebook.
Catch up on any missing work.
In Class:
Journal-- Using only monosyllabic words, tell a story beginning with one of the following phrases:
- “The last time I saw her…”
- “When the bomb went off…,”
or
- “He told me not to….”
Notes on upcoming extra credit opportunities!
Attend 2 of the 3 upcoming events to earn 40 points extra credit:
- Thursday, May 2nd, after school at Boulder Prep -- Café Cultura poetry and performance workshop.
- Friday, May 3rd, during Life Skills rotations at Boulder Prep -- writers' workshops led by Shane, Lily, and guest Lily Krenza.
- Monday, May 6th, 4-10 PM in downtown Boulder -- Laughing Goat poetry open mic (dinner and activities will be provided by Prep).
In pairs, students researched definitions and examples of assigned poetic devices, then taught their devices to the rest of the class. Terms included were: personification, hyperbole, internal rhyme, end-rhyme, consonance, onomatopoeia, assonance, cacophony, stanza, couplet, and enjambment. If you missed class today, please gather these definitions for the Poetic Devices worksheet from your peers.
Independently, each student composed a short poem according to the following guidelines:
Line 1) Write a line describing a fear of yours.
Line 2) Write a line of at least 7 words that uses a simile to explain this fear.
Line 3 & 4) Write two lines that use either internal rhyme or end-rhyme; in these lines, connect your identified fear to one of the following intangible ideas--'love,' 'education,' or 'freedom.'
Line 5) Write a line that includes both a proper noun and personification.
Line 6) Write a line that uses consonance and/or alliteration.
Exit ticket: Describe something you've learned outside of school in the past week.
Homework:
Revise your 6 line poem by Tuesday.
Keep polishing and practicing Jam poems.
Fill two more pages of your notebook.
Catch up on any missing work.
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