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!
Wednesday, April 30, 2014
April 30th, 2014
4/30/14In Class:
Journal-- Imagine you could write your own eulogy. What would you want people to remember about you? What would you like them to say?
eulogy: a speech, reading, or other memory shared at a memorial service or funeral.
Shared out students' requested Poem-a-Weeks: "The Highway Man" and "Breathless."
In groups of 5-6, students workshopped their potential Poetry Jam pieces using the student-formulated rules and guiding questions (right).
Lesson in Performance Technique: Inflection
Varied inflection keeps your audience engaged, excited, and empathetic.
Identified and discussed Upward, Downward, Level, and Circumflex inflection using NO SWEAT Public Speaking notes.
Exit ticket: Graph 'upward inflection.'
Homework:
Tend your seeds! Poetry Jam is in a week and a half.
April 28th, 2014
4/28/14
In Class:
Journal-- Write a haiku about an important person or place in your life.
haiku: a traditional, form-based Japanese poem.
* three lines; 5/7/5 syllable-count
* reference to nature or the seasons
* kiru ('cutting') -- thought, style, punctuation, or tone shift at the end of line 2.
Ex: You are my sunshine
Grass clippings and warm days, but
Winter is coming.
Screened and discussed "Flatland" by Sam Cook, particularly focusing on the use of voice and body language to create tone and mood.
Mini-Lesson on Performance Techniques:
The following techniques are clear and powerful ways to alter the mood and engage the audience.
crescendo (<): a gradual increase in volume for performance effect.
*increased importance, urgency, anger, excitement, passion
decrescendo (>): a gradual decrease in volume for performance effect.
*increased seriousness, reflection, worry, sadness
pace: the speed/rate with which a poet delivers material.
*varied pace allows for greater expression of tone and greater audience engagement
Practice in Performance Technique:
In pairs, students chose one poem from a random anthology, and then practiced reading that poem with various tones based on Plutchik's wheel, focusing particularly on volume, pace, and other delivery techniques.
Exit ticket: Define 'crescendo.'
Homework:
Identify at least two poems (or 'seeds') that you are considering for Poetry Jam. [Writers' Workshop next class.]
In Class:
Journal-- Write a haiku about an important person or place in your life.
haiku: a traditional, form-based Japanese poem.
* three lines; 5/7/5 syllable-count
* reference to nature or the seasons
* kiru ('cutting') -- thought, style, punctuation, or tone shift at the end of line 2.
Ex: You are my sunshine
Grass clippings and warm days, but
Winter is coming.
Screened and discussed "Flatland" by Sam Cook, particularly focusing on the use of voice and body language to create tone and mood.
Mini-Lesson on Performance Techniques:
The following techniques are clear and powerful ways to alter the mood and engage the audience.
crescendo (<): a gradual increase in volume for performance effect.
*increased importance, urgency, anger, excitement, passion
decrescendo (>): a gradual decrease in volume for performance effect.
*increased seriousness, reflection, worry, sadness
pace: the speed/rate with which a poet delivers material.
*varied pace allows for greater expression of tone and greater audience engagement
Practice in Performance Technique:
In pairs, students chose one poem from a random anthology, and then practiced reading that poem with various tones based on Plutchik's wheel, focusing particularly on volume, pace, and other delivery techniques.
Exit ticket: Define 'crescendo.'
Homework:
Identify at least two poems (or 'seeds') that you are considering for Poetry Jam. [Writers' Workshop next class.]
Monday, April 21, 2014
April 21st, 2014
4/21/14
In Class:
Journal-- Write a poem using at least six of the following words:
* rain * serene * kangaroo * unequaled
* lies * rage * territory * heal * lighthouse
* defenestrate * vendetta * couch * litter * summit
Important Housekeeping Notes:
- Due to ACT testing on Wednesday, this class will not be meeting again until 4/28.
- Journals (7 total) are due tomorrow by 2:30 at the latest.
Instructor checked for Poem-a-Week #3.
Continued lesson on Response Poetry:
- Screened and discussed "the mother" by Gwendolyn Brooks and "the father" by Shane Abrams.
- Read "Dear Gertrude" by Shane Abrams and listened to "Dear Kanye" by Ben Sollee. These are imagined responses to celebrities/public figures.
Lesson in Performance Techniques:
Reviewed distinctions between tone and mood, particularly as they pertain to performance poetry.
Reviewed Plutchik's Wheel of Emotions to practice varied emotional qualities.
Exit ticket: Describe the difference between tone and mood.
Homework:
Write a response poem ("Dear _____________") to a public figure of your choice.
Poem-a-Week #3 due on Monday, 4/28.
Turn in journals.
Prepare at least one poem for Writers' Workshop next week.
In Class:
Journal-- Write a poem using at least six of the following words:
* rain * serene * kangaroo * unequaled
* lies * rage * territory * heal * lighthouse
* defenestrate * vendetta * couch * litter * summit
Important Housekeeping Notes:
- Due to ACT testing on Wednesday, this class will not be meeting again until 4/28.
- Journals (7 total) are due tomorrow by 2:30 at the latest.
Instructor checked for Poem-a-Week #3.
Continued lesson on Response Poetry:
- Screened and discussed "the mother" by Gwendolyn Brooks and "the father" by Shane Abrams.
- Read "Dear Gertrude" by Shane Abrams and listened to "Dear Kanye" by Ben Sollee. These are imagined responses to celebrities/public figures.
Lesson in Performance Techniques:
Reviewed distinctions between tone and mood, particularly as they pertain to performance poetry.
Reviewed Plutchik's Wheel of Emotions to practice varied emotional qualities.
Exit ticket: Describe the difference between tone and mood.
Homework:
Write a response poem ("Dear _____________") to a public figure of your choice.
Poem-a-Week #3 due on Monday, 4/28.
Turn in journals.
Prepare at least one poem for Writers' Workshop next week.
Wednesday, April 16, 2014
April 16th, 2014
4/16/14
In Class:
Journal-- Read "The Thinker of Tender Thoughts" by Shel Silverstein. Using this as a jumping-off point, free-write.
Mini-lesson on Diction:
Good word choice is fresh, but direct—interesting, but still communicative. It's a balance between figurative and literal.
diction: the choice and use of words and phrases in a piece of writing or speech
Terms discussed: cliché, idiom, denotation, connotation
As a class, we discussed poetry as a conversation: you are not writing in isolation, but building upon a long history of writers, ideas, and experiences. Each piece you read, write, speak, or listen to is part of a larger, cultural context.
Circular, collaborative writing exercise.
Read examples of response poetry: "The Passionate Shepherd to His Love" by Christopher Marlowe and the responses "The Nymph's Reply to the Shepherd" by Sir Walter Raleigh and "Love Under the Republicans (or Democrats)" by Ogden Nash.
Exit ticket: Define 'theme.'
Homework:
Read & listen to "the mother" by Gwendolyn Brooks and "the father" by Shane Abrams.
Poem-a-Week #3 due on Monday.
Tend your seeds!
In Class:
Journal-- Read "The Thinker of Tender Thoughts" by Shel Silverstein. Using this as a jumping-off point, free-write.
Mini-lesson on Diction:
Good word choice is fresh, but direct—interesting, but still communicative. It's a balance between figurative and literal.
diction: the choice and use of words and phrases in a piece of writing or speech
Terms discussed: cliché, idiom, denotation, connotation
As a class, we discussed poetry as a conversation: you are not writing in isolation, but building upon a long history of writers, ideas, and experiences. Each piece you read, write, speak, or listen to is part of a larger, cultural context.
Circular, collaborative writing exercise.
Read examples of response poetry: "The Passionate Shepherd to His Love" by Christopher Marlowe and the responses "The Nymph's Reply to the Shepherd" by Sir Walter Raleigh and "Love Under the Republicans (or Democrats)" by Ogden Nash.
Exit ticket: Define 'theme.'
Homework:
Read & listen to "the mother" by Gwendolyn Brooks and "the father" by Shane Abrams.
Poem-a-Week #3 due on Monday.
Tend your seeds!
Monday, April 14, 2014
April 14th, 2014
4/14/14
In Class:
Journal-- Write an expository poem on one of the following:
- How to break a heart
- How to fail a class
- How to skip school
- How to win a fight
Shared out several students' Poem-a-Week choices.
Using student-generated responses, we established a code-of-conduct for Writers’ Workshop:
Then, using student-generated responses, we identified guiding questions for Writers’ Workshop:
With fish-bowl modeling group, the instructor and several students demonstrated Writers’ Workshop practice using “Barefoot” by Shane Abrams.
In groups of 5, students workshopped their poetry from the last several weeks using the methods and ideas we developed as a class; each student shared at least one poem.
Students free-wrote on selected prompts (jumping-off points) for 60 seconds on each slide.
Exit ticket: Define 'metaphor.'
Homework:
Continue tending your seeds!
Find Poem-a-Week #3 for Monday.
In Class:
Journal-- Write an expository poem on one of the following:
- How to break a heart
- How to fail a class
- How to skip school
- How to win a fight
Shared out several students' Poem-a-Week choices.
Using student-generated responses, we established a code-of-conduct for Writers’ Workshop:
With fish-bowl modeling group, the instructor and several students demonstrated Writers’ Workshop practice using “Barefoot” by Shane Abrams.
In groups of 5, students workshopped their poetry from the last several weeks using the methods and ideas we developed as a class; each student shared at least one poem.
Students free-wrote on selected prompts (jumping-off points) for 60 seconds on each slide.
Exit ticket: Define 'metaphor.'
Homework:
Continue tending your seeds!
Find Poem-a-Week #3 for Monday.
Wednesday, April 9, 2014
April 9, 2014
4/9/14
In Class:
Journal-- Reflect on the following quote: "Our deepest fear is not that we are inadequate. Our deepest fear is that we are powerful beyond measure. It is our light, not our darkness that most frightens us. We ask ourselves, Who am I to be brilliant, gorgeous, talented, fabulous? Actually, who are you not to be?" - Marianne Williamson
Screened "Say Yes" by Andrea Gibson.
Defined and discussed the literary traits of tone and mood:
tone: the emotional quality with which an author approaches a text.
mood: the emotional quality which the reader perceives in a text.
If an author is able to properly convey tone, the reader typically experiences an aligned mood: the audience empathizes with the author. Sometimes, though, tone and mood are deliberately mismatched:
- "Hey Ya" by OutKast utilizes sorrowful lyrics with an upbeat tone; Obadiah Parker's cover demonstrates a more direct correlation of tone & mood.
- "True Facts About the Tarsier" demonstrates a deliberation misalignment of tone & mood for the sake of irony/humor.
Explored expository poetry--poetry that explains a process or idea--using "Nine Steps for Getting Over Someone" by Shane Abrams and "How to Be Alone" by Andrea Dorfman. Independently, students wrote their own expository poems on a topic of their choice, especially conscious of the particular tone & mood incorporation.
Exit ticket: Name one place you can find inspiration.
Homework:
Poem-a-Week #2 due Monday.
In preparation for Writers' Workshop next week, come up with: 2 ground rules for the workshop environment and 2 guiding questions for generating feedback in the workshop environment.
Tend your seeds!
In Class:
Journal-- Reflect on the following quote: "Our deepest fear is not that we are inadequate. Our deepest fear is that we are powerful beyond measure. It is our light, not our darkness that most frightens us. We ask ourselves, Who am I to be brilliant, gorgeous, talented, fabulous? Actually, who are you not to be?" - Marianne Williamson
Screened "Say Yes" by Andrea Gibson.
Defined and discussed the literary traits of tone and mood:
tone: the emotional quality with which an author approaches a text.
mood: the emotional quality which the reader perceives in a text.
If an author is able to properly convey tone, the reader typically experiences an aligned mood: the audience empathizes with the author. Sometimes, though, tone and mood are deliberately mismatched:
- "Hey Ya" by OutKast utilizes sorrowful lyrics with an upbeat tone; Obadiah Parker's cover demonstrates a more direct correlation of tone & mood.
- "True Facts About the Tarsier" demonstrates a deliberation misalignment of tone & mood for the sake of irony/humor.
Explored expository poetry--poetry that explains a process or idea--using "Nine Steps for Getting Over Someone" by Shane Abrams and "How to Be Alone" by Andrea Dorfman. Independently, students wrote their own expository poems on a topic of their choice, especially conscious of the particular tone & mood incorporation.
Exit ticket: Name one place you can find inspiration.
Homework:
Poem-a-Week #2 due Monday.
In preparation for Writers' Workshop next week, come up with: 2 ground rules for the workshop environment and 2 guiding questions for generating feedback in the workshop environment.
Tend your seeds!
Monday, April 7, 2014
April 7th, 2014
4/7/14
In Class:
Journal-- Using the photo you brought to class, practice your imagery techniques: put yourself ‘in’ the picture, and describe all five senses.
Screened and discussed two slam poems, "Talk Ugly" by Joseph LMS Green and "I Want to Buy a Sloth with You" by Mo Lawrence.
Writing Exercise: Borrowing Seeds as Inspiration
"Immature poets imitate; mature poets steal; bad poets deface what they take, and good poets make it into something better, or at least something different." - T.S. Eliot
1) Identify one line in your Poem-a-Week that resonates with you particularly.
2) Then, choose one line in someone else’s Poem-a-Week that resonates with you.
3) Using the line from your poem as the first line and the line from a friend’s poem as the last, write your own piece:
-> First line: a line from your Poem-a-Week
[Fill in this part with your own words, ideas, and connections.]
-> Last line: a line from a friend's Poem-a-Week
Defined and discussed theme and conceit (see Poetic Devices worksheet).
theme: the implicit, abstract meaning or message of a work of art or literature. (In the sloth poem, this might be the desire to share love for a common cause.)
conceit: an extended, often implicit, metaphor used to support a theme. (Consider the sloth itself.)
Writing Exercise: Conceit
Each student wrote an emotion and an article of clothing on separate post-its. Then, students swapped post-its so that each person had a random emotion and article of clothing. Using the technique of conceit, each student wrote a poem that conveyed the emotion using the article of clothing. For example, shoes and grief:
The black leather seemed to constrict my arches like shackles
As I staggered through the procession.
That overwhelming stench of shoe-polish
Assailed my nostrils with a heavy anguish.
Black veils swept through the gathering.
The eulogy is devoid of meaning:
I bear the weight of her confession,
And my shoes groan beneath its pressure.
Exit ticket: Define 'theme.'
Homework:
Develop and polish one of the two pieces you wrote in class today to share out on Wednesday.
Poem-a-Week #2 due Monday.
In Class:
Journal-- Using the photo you brought to class, practice your imagery techniques: put yourself ‘in’ the picture, and describe all five senses.
Screened and discussed two slam poems, "Talk Ugly" by Joseph LMS Green and "I Want to Buy a Sloth with You" by Mo Lawrence.
Writing Exercise: Borrowing Seeds as Inspiration
"Immature poets imitate; mature poets steal; bad poets deface what they take, and good poets make it into something better, or at least something different." - T.S. Eliot
1) Identify one line in your Poem-a-Week that resonates with you particularly. 2) Then, choose one line in someone else’s Poem-a-Week that resonates with you.
3) Using the line from your poem as the first line and the line from a friend’s poem as the last, write your own piece:
-> First line: a line from your Poem-a-Week
[Fill in this part with your own words, ideas, and connections.]
-> Last line: a line from a friend's Poem-a-Week
Defined and discussed theme and conceit (see Poetic Devices worksheet).
theme: the implicit, abstract meaning or message of a work of art or literature. (In the sloth poem, this might be the desire to share love for a common cause.)
conceit: an extended, often implicit, metaphor used to support a theme. (Consider the sloth itself.)
Writing Exercise: Conceit
Each student wrote an emotion and an article of clothing on separate post-its. Then, students swapped post-its so that each person had a random emotion and article of clothing. Using the technique of conceit, each student wrote a poem that conveyed the emotion using the article of clothing. For example, shoes and grief:
The black leather seemed to constrict my arches like shackles
As I staggered through the procession.
That overwhelming stench of shoe-polish
Assailed my nostrils with a heavy anguish.
Black veils swept through the gathering.
The eulogy is devoid of meaning:
I bear the weight of her confession,
And my shoes groan beneath its pressure.
Exit ticket: Define 'theme.'
Homework:
Develop and polish one of the two pieces you wrote in class today to share out on Wednesday.
Poem-a-Week #2 due Monday.
Wednesday, April 2, 2014
March 31st, 2014
3/31/14
In Class:
Instructor performed "For the Girl Who Reads Slam Poetry."
As a class, reviewed syllabus and class expectations.
Distributed and discussed the use of the poetry journal:
“…[J]ot it all down. Use your notebook as a kind of seedbed. Once you’ve learned to recognize the seeds, you’ll probably have more than you can use. With a little tending—sketching, adding, changing, seeing what moves you—some will sprout. Some will grow. Some will even make it to the harvest. How do you choose among them all? That’s simple. Eventually, one idea, properly tended, becomes irresistible and fills the mind.” - Steven Koch
What could be a seed?
Conversations Drawings Songs Words
Interactions Movies Phrases
Read and discussed "How Planting a Seed Can Change Your Life" by Brianne Burrowes.
As a class, planted literal seeds to grow throughout the term. These plants will remind us that we can never know what to expect, that our craft tends tending and attention, that not every seed will bloom perfectly, and that poetry takes time to cultivate.
Exit ticket: Complete the following sentence--"If I do one thing to be successful this block, it will be..."
Homework:
Complete Syllabus Agreement and Goals by Wednesday.
Decorate your poetry journal by next Monday.
In Class:
Instructor performed "For the Girl Who Reads Slam Poetry."
As a class, reviewed syllabus and class expectations.
Distributed and discussed the use of the poetry journal:
“…[J]ot it all down. Use your notebook as a kind of seedbed. Once you’ve learned to recognize the seeds, you’ll probably have more than you can use. With a little tending—sketching, adding, changing, seeing what moves you—some will sprout. Some will grow. Some will even make it to the harvest. How do you choose among them all? That’s simple. Eventually, one idea, properly tended, becomes irresistible and fills the mind.” - Steven Koch
What could be a seed?
Conversations Drawings Songs Words
Interactions Movies Phrases
Read and discussed "How Planting a Seed Can Change Your Life" by Brianne Burrowes.
As a class, planted literal seeds to grow throughout the term. These plants will remind us that we can never know what to expect, that our craft tends tending and attention, that not every seed will bloom perfectly, and that poetry takes time to cultivate.
Exit ticket: Complete the following sentence--"If I do one thing to be successful this block, it will be..."
Homework:
Complete Syllabus Agreement and Goals by Wednesday.
Decorate your poetry journal by next Monday.
April 2nd, 2014
4/2/14
In Class:
Turn in: Last page of syllabus.
Journal-- Write a letter to a significant person in your life expressing something you cannot/have not been able to say to him or her.
As Gabe watered our seeds, we discussed inspiration in writing. We debunked the concept of the muse: “You can’t wait for inspiration. You have to go after it with a club.” - Jack London
Screened Sherman Alexie interview on storytelling, inspiration, and hard work as a writer. (12:59 - 16:03)
Discussed the 99% idea: “I write one page of masterpiece to ninety one pages of shit. I try to put the shit in the wastebasket.” - Ernest Hemingway. The more you write, the greater your 1% will be. Give yourself permission to write bad poetry, because that's your only chance of stumbling upon something beautiful.
Introduced two new ongoing assignments:
- Poem-a-Week: Every Monday, please bring a poem (any poem) that strikes you. You can consider song lyrics as well.
- Poetic Devices: This worksheet will help you organize the terms and techniques we cover in class. Please hold on to it carefully, as it will be included in your final portfolio.
Direct Instruction on Metaphor, Simile, and Imagery
metaphor: a comparison of two seemingly unlikely things.
ex.: My mom is a rock.
simile: a type of metaphor using the words 'like' or 'as.'
ex.: My mom is as sturdy as a rock.
Discussed the purpose and benefit of using metaphorical language.
Listened to "A Girl, a Boy, and a Graveyard" by Jeremy Messersmith, and then noted all use of metaphor and simile. Keep in mind, not all metaphors are explicit, and interpretation varies based on the reader (e.g., concrete sky.) imagery: language which appeals to the five senses.
Note that good imagery often makes use of metaphor & simile.
Imagery writing exercise: using the following sensory stimulants, students wrote for 60 seconds on each of their senses.
- Sight: http://500px.com/photo/65635147?from=popular
- Sound: http://mynoise.net/NoiseMachines/rainNoiseGenerator.php
- Touch: mesh cloth
- Taste: Hershey’s kisses
- Scent: fragrance-heavy hand sanitizer
Then, students tended one of these seeds for the remaining five minutes of class.
Exit ticket: Define 'metaphor.'
Homework:
Poem-a-Week #1 due Monday.
Decorate journal by Monday.
Bring a photo of particular sentimental value to class on Monday.
In Class:
Turn in: Last page of syllabus.
Journal-- Write a letter to a significant person in your life expressing something you cannot/have not been able to say to him or her.
As Gabe watered our seeds, we discussed inspiration in writing. We debunked the concept of the muse: “You can’t wait for inspiration. You have to go after it with a club.” - Jack London
Screened Sherman Alexie interview on storytelling, inspiration, and hard work as a writer. (12:59 - 16:03)
Discussed the 99% idea: “I write one page of masterpiece to ninety one pages of shit. I try to put the shit in the wastebasket.” - Ernest Hemingway. The more you write, the greater your 1% will be. Give yourself permission to write bad poetry, because that's your only chance of stumbling upon something beautiful.
Introduced two new ongoing assignments:
- Poem-a-Week: Every Monday, please bring a poem (any poem) that strikes you. You can consider song lyrics as well.
- Poetic Devices: This worksheet will help you organize the terms and techniques we cover in class. Please hold on to it carefully, as it will be included in your final portfolio.
Direct Instruction on Metaphor, Simile, and Imagery
metaphor: a comparison of two seemingly unlikely things.
ex.: My mom is a rock.
simile: a type of metaphor using the words 'like' or 'as.'
ex.: My mom is as sturdy as a rock.
Discussed the purpose and benefit of using metaphorical language.
Listened to "A Girl, a Boy, and a Graveyard" by Jeremy Messersmith, and then noted all use of metaphor and simile. Keep in mind, not all metaphors are explicit, and interpretation varies based on the reader (e.g., concrete sky.) imagery: language which appeals to the five senses.
Note that good imagery often makes use of metaphor & simile.
Imagery writing exercise: using the following sensory stimulants, students wrote for 60 seconds on each of their senses.
- Sight: http://500px.com/photo/65635147?from=popular
- Sound: http://mynoise.net/NoiseMachines/rainNoiseGenerator.php
- Touch: mesh cloth
- Taste: Hershey’s kisses
- Scent: fragrance-heavy hand sanitizer
Then, students tended one of these seeds for the remaining five minutes of class.
Exit ticket: Define 'metaphor.'
Homework:
Poem-a-Week #1 due Monday.
Decorate journal by Monday.
Bring a photo of particular sentimental value to class on Monday.
Thursday, March 27, 2014
Syllabus: Poetry and Poetic Speech, Block IV 2013-14
Poetry and Poetic Speech
March 31st
– May 21st, 2014
MW 9:00-10:30 , Room 1
Shane Abrams
Course Texts
Note: the vast majority of course
texts will be provided in handouts by the instructor or by the students
themselves; a folder, binder, or other organizational system is highly
recommended.
The
following blog will also serve as a resource for disseminating materials and
texts:
Course Description
This
course will provide students a foundation in poetry and poetic performance
through the study of the written and spoken word. Each student will expand his
or her current relationship with poetry, no matter how broad or narrow it is at
the beginning of the course. Additionally, students will participate in
workshop and performance exercises which will develop appreciation of poetry
through a social lens. Each student will become more intimately familiar with the
art of poetry through the exploration of writing, speech, and music composed by
established artists, by peers, and by him or herself.
Learning Outcomes and
Essential Questions
During
this course, students will develop the ability to…
· engage in the analysis,
discussion, and interpretation of both written and spoken poetry.
· analyze and appreciate poetry
affectively and intellectually.
· recognize and articulate the
relevance of poetry both in the academic world and also in the broader global
community.
· write, revise, and share original
works of poetry.
· provide relevant and constructive
feedback in a peer writing workshop environment.
We will
aim to explore—perhaps even answer—some of the following questions:
· How do poets use language to
pursue personal and social truth?
· How are reading, writing, speaking,
and listening related and independent?
· What importance does poetry hold
in historical and contemporary society?
· What are the benefits to group
involvement and interaction in artistic expression?
Outcomes Assessment
The
following assignments will be used to assess students’ progress toward learning
outcomes: participation & attendance (graded daily); daily in-class
journals (graded twice per block); participation in Boulder Prep’s Annual
Poetry Jam; in-class and out-of-class assignments; and a cumulative final
portfolio. Additionally, other artistic or academic assignments will be
collected and assessed when the instructor sees appropriate.
Classroom Policy –
Grading, Attendance, and Comportment
*** My classroom is a place for
personal growth, be it intellectual, emotional, or otherwise. I expect all
students to help me maintain an environment conducive to such growth. All
students are entitled to the right to improve and evolve, and no person should
infringe upon this right in any manner. My classroom will be a safe and
respectful environment for my students to exercise their right to learn. ***
Attendance and Breaks
Students
should attend all classes as possible. There will be only 16 sessions of Poetry
and Poetic Speech; each absence is detrimental to learning potential. I will
not deduct points for absences, whether they are excused or unexcused.
Even though I will not
lose any points for being absent, I am responsible for any assignments I miss,
including journal entries.
If a
student misses class, I advise visiting the course blog – http://boulderpreppoetry.blogspot.com/—
to see what she or he missed and what she or he needs in order to catch up. If
you know in advance that you will miss a class, please consult with me
beforehand.
Students are expected to arrive to
class on time.
This means that each student should be sitting at a desk with all necessary
materials, including any assigned reading for the class, ready to begin working
at 9:00. This does not mean walking from the Commons to the classroom at 9:00; this
does not mean arriving at 8:59 and leaving to use the bathroom until 9:05. In regards to individual breaks, you
should think of yourselves as adults during this class:
I
will leave the classroom only when I must and only when it is appropriate.
Grades
Grades
for Poetry and Poetic Speech will be calculated on a points-based scale; i.e.,
each assignment, including long-term projects and daily participation grades,
will be valued at a certain number of points possible. Over the 8-week course,
points possible will amount to roughly 1000 points. At any time, a student may
request his or her grade, and I will do my best to provide a response in a
timely fashion.
Extra
credit will not be provided, barring
unforeseen, extenuating circumstances; therefore, students are expected to
complete each and every assignment to the best of their respective abilities.
Opportunity for success will not be withheld: each student will have the chance
to excel, in terms of grades and
personal
growth.
However, the
burden lies on me to optimize these opportunities.
Course Specific Grades:
Daily participation – 10 pts. / day
Daily journals – 160 pts.
General Assignments – approx. 150 pts.
Participation in Poetry Jam – 200 pts.
Final portfolio – 300 pts.
* See particular assignment sheets for specific breakdown and
expectations.
Miscellaneous
Academic
Honesty
Plagiarism
and cheating, whether intentional or unintentional, shall not be tolerated.
Every student is expected to follow any and all codes of academic honesty
endorsed by Boulder Preparatory High School.
Electronic
Devices
In order
to contribute to a classroom environment which respects everyone’s educational
opportunities, students are asked to refrain from the use of cell phones and
other unnecessary and/or distracting devices during class time. When you are in
class, regardless of the nature of the activity, your cell phone should be put
away, your music device shut off, and any other devices out of sight. Devices
that seem to be distracting any student will be impounded for the remainder of
the period.
Materials Needed
Please
bring these things to class every day:
Poetry journal Writing materials (pen/pencil, paper) Course
texts Binder, folder, or other
organizational system for hand-outs
Approximate Schedule of
Study and Curriculum
This
schedule is a rough estimate and is subject to change.
|
|
|
|
Week one (3/31 - 4/4) –
|
Introduction
to poetic writing, speech, listening, and reading
Inspiration, imagery,
and word choice
|
|
|
|
|
Week two (4/7 - 4/11) –
|
Writing
and re-writing
Revision and
metaphorical devices
|
|
|
|
|
Week three (4/14 - 4/18) –
|
Inspiration,
imitation, and symbolism
Metaphorical
devices and poetic response
|
|
|
|
|
Week four (4/21 - 4/25) –
|
Poetry
for social influence
|
|
|
|
|
Week five (4/28 - 5/2) –
|
Focus
on performance technique and style
Performance and
revision
|
|
|
|
|
Week six (5/5 - 5/9) –
|
Jam
preparation
May 9th – Poetry Jam
Performance and
revision
|
|
|
|
|
Week seven (5/12 - 5/16) –
|
Independent
writing and portfolio compilation
|
|
|
|
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Week eight (5/19 - 5/23) –
|
In-class
portfolio work
|
|
|
|
Miscellaneous
I reserve
the right to amend or alter this syllabus; please note that any changes are
made in an effort to create the best possible academic environment. I will
notify students of any such changes as promptly as possible.
I wholeheartedly
welcome feedback. Please do not hesitate to provide response to my teaching
practices, assignments, etc.—but please provide this feedback while class is
not in session.
[Please complete and return
this section.]
During
the course of this block, I hope to:
|
Ex.: earn an 85 or higher in this course.
attend every one of my
classes.
|
Identify at least two concrete, measurable academic goals.
|
|
Ex.: become a more critical reader.
be a more supportive sister.
|
Identify at least two abstract, subjective, and/or personal goals.
|
I think
my biggest asset as a student is:
I believe
my greatest struggle as a student is:
I do best
on assignments which:
What
experiences have you had with reading, writing, or performing poetry? (Consider
music, too!)
I,
_______________________________, hereby acknowledge that I have received and
reviewed this
(print
name)
syllabus.
Any questions or concerns that have arisen have been addressed adequately.
I
recognize that I am a student: I am capable of anything I encounter in this
course, though it may be challenging—and it should be challenging. I will not
state that I “can’t” do something, but that I “can’t yet.” I will ask for help
when I need it, whether assistance is from Shane, from my peers, or from
another responsible individual.
I will
contribute to a classroom environment which is healthy, fun, welcoming,
intellectual, emotional, and safe, among other things.
I will
read things all the way through before signing them; if not, I will give Shane
a candy bar of his choosing.
I will
respect everyone’s educational opportunities; I will respect our building; I
will respect my peers’ and instructors’ belongings; I will respect everyone’s
right to make amends.
I will be
the best person—intellectually, socially, and otherwise—that I can be.
_____________________________________ __________________
(signature)
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