Today, we discussed the concepts of "tone" and "the speaker", as they relate to poetry.
Tone is defined as the “author’s attitude towards his or her subject.” The speaker is the person who is speaking in the poem. Please note that the speaker is not always the author.
We read three poems in class: “The Face in the Mirror” by Robert Frost, “The Cloud” by Percy Bysshe Shelley, and “At Wodward’s Gardens” by Robert Frost. If you missed this day of class, you should make up this work by reading those poems and answering the "Study and Discussion" questions that follow.
Monday, February 28, 2011
Friday, February 25, 2011
Friday, February 25
At this point, we've covered all the important information about poetry. For the next few days, we'll be reading some different poetry and reviewing what we know. We'll have a poetry test next Friday.
Today, students completed a worksheet on the poem "The Lake", by Ted Hughes. They used the knowledge gained from the last two weeks to answer questions about the figurative language, sound devices and type of poem.
We also discussed the "Poetry Book" project. For this project, students will create a book of poetry on a particular theme. They will need to write 7 original poems and collect them into a book. We will go to the computer lab on Wednesday to type these poems up, and the completed project will be due on Thursday, March 3.
Today, students completed a worksheet on the poem "The Lake", by Ted Hughes. They used the knowledge gained from the last two weeks to answer questions about the figurative language, sound devices and type of poem.
We also discussed the "Poetry Book" project. For this project, students will create a book of poetry on a particular theme. They will need to write 7 original poems and collect them into a book. We will go to the computer lab on Wednesday to type these poems up, and the completed project will be due on Thursday, March 3.
Thursday, February 24, 2011
Thursday, February 24
We reviewed sound devices today. Sound devices are all the ways that poets attempt to make poetry more musical, and include alliteration, assonance, consonance, onomatopoeia, etc.
We had a quiz on the poem "Jazz Fantasia." It was a 12 question quiz, mostly multiple choice.
Following that, students completed a daily log. The daily log activity consists of a variety of tasks involving grammar, vocabulary, and journal writing.
After this, students completed a packet of worksheets. The worksheets were all about lyric, narrative, and dramatic poems.
Finally, there was an extra credit project. Just like "Jazz Fantasia" attempted to capture the rhythms and music of jazz, I challenged my students to write a poem about their chosen style of music that represents that style.
We had a quiz on the poem "Jazz Fantasia." It was a 12 question quiz, mostly multiple choice.
Following that, students completed a daily log. The daily log activity consists of a variety of tasks involving grammar, vocabulary, and journal writing.
After this, students completed a packet of worksheets. The worksheets were all about lyric, narrative, and dramatic poems.
Finally, there was an extra credit project. Just like "Jazz Fantasia" attempted to capture the rhythms and music of jazz, I challenged my students to write a poem about their chosen style of music that represents that style.
Wednesday, February 23, 2011
Wednesday, February 23
Today we focused on the sound elements of poetry. Poetry is very musical, and poets use many different techniques to make poetry even more musical. Students learned many definitions today, like alliteration, assonance, onomatopoeia, refrain, etc.
After this, we read poetry in the book that had musical qualities. We read "Jazz Fantasia", by Carl Sandburg, and "Next!", by Ogden Nash. Students who need to make today up should get the notes and do the "Reading Check" questions on those two poems.
After this, we read poetry in the book that had musical qualities. We read "Jazz Fantasia", by Carl Sandburg, and "Next!", by Ogden Nash. Students who need to make today up should get the notes and do the "Reading Check" questions on those two poems.
Tuesday, February 22, 2011
February 22, 2011
I returned Fiction Song projects and Grammar tests from last week to students. We discussed these assignments and the ways in which students can do better.
Our main focus today was on the sonnet, as a form of poetry. Student learned what sonnets are and the characteristics of sonnets. They also read "Sonnet 55", by William Shakespeare. Students completed a set of questions on the poem. Certain of my classes also had quizzes on this sonnet.
Our main focus today was on the sonnet, as a form of poetry. Student learned what sonnets are and the characteristics of sonnets. They also read "Sonnet 55", by William Shakespeare. Students completed a set of questions on the poem. Certain of my classes also had quizzes on this sonnet.
Thursday, February 17, 2011
Thursday, February 17
More learning stations today. There were three different learning stations. Yesterday, we did book work in all three stations. Today, I tried to mix it up by having different types of activities. Here is what we did in each station:
Station #1: Today we’re focusing on figurative language. Remember, figurative language means similes, metaphors, personification, symbolism, and hyperbole (exaggeration).
In this learning station, you will read several examples of poems that use figurative language. Follow the steps below. You can work with other students on this. Do your work on the same sheet of paper from the other stations.
1. Choose two of the following poems:
“The Day is Done”, by Henry Wadsworth Longfellow p. 319
“I’ll Tell You How the Sun Rose”, by Emily Dickinson p. 321
“Moon Tiger”, by Denise Levertov p. 324
“Silver”, by Walter de la Mare p. 326
“Mending Wall”, by Robert Frost p. 329
2. For the poems you chose, find as many examples of figurative language as you can. Write the quote from the poem down and identify what type of figurative language it is.
3. Do the “For Study and Discussion” questions for the two poems you chose.
Station #2: Students completed a worksheet on figurative language.
Station #3: Students took a multiple choice test on grammar.
Station #1: Today we’re focusing on figurative language. Remember, figurative language means similes, metaphors, personification, symbolism, and hyperbole (exaggeration).
In this learning station, you will read several examples of poems that use figurative language. Follow the steps below. You can work with other students on this. Do your work on the same sheet of paper from the other stations.
1. Choose two of the following poems:
“The Day is Done”, by Henry Wadsworth Longfellow p. 319
“I’ll Tell You How the Sun Rose”, by Emily Dickinson p. 321
“Moon Tiger”, by Denise Levertov p. 324
“Silver”, by Walter de la Mare p. 326
“Mending Wall”, by Robert Frost p. 329
2. For the poems you chose, find as many examples of figurative language as you can. Write the quote from the poem down and identify what type of figurative language it is.
3. Do the “For Study and Discussion” questions for the two poems you chose.
Station #2: Students completed a worksheet on figurative language.
Station #3: Students took a multiple choice test on grammar.
Wednesday, February 16, 2011
Wednesday, February 16
We tried something different today: learning stations. I had several different stations around the room. Students would stay in each station for about 25 minutes, and then move onto the next station. Each station had a specific goal.
Today, the main focus of our class was the examination of three different types of poetry: lyric, narrative, and dramatic. Here's what the students did in each learning station:
LEARNING STATION #1
Today, we’re focusing on poetry divided by subject/topic. There are three different types we’re looking at today: narrative, lyric, and dramatic poems.
In this station, you will focus on narrative poems. Use your textbook and follow the steps below:
1. What is a narrative poem? Use your textbook and write down a definition of narrative poem.
2. There are three examples of narrative poems in your textbook. Choose one of them and answer the “For Study and Discussion” questions.
“Lord Randal”, by an unknown author p385
“All in green went my love riding”, by e.e. cummings p.386
“The Castle”, by Edwin Muir p. 389
3. How is this poem a good example of narrative poetry? What is the story of this poem? Write a sentence or two explaining.
LEARNING STATION #2
Today, we’re focusing on poetry divided by subject/topic. There are three different types we’re looking at today: narrative, lyric, and dramatic poems.
In this station, you will focus on lyric poems. Use your textbook and follow the steps below:
1. What is a lyric poem? What was a lyric poem originally (in Greek times)?
2. There are six examples of lyric poems in your book. Choose two of them and answer the “For Study and Discussion” questions.
“John Anderson My Jo”, by Robert Burns p.374
“O Mistress Mine”, by William Shakespeare p.376
“I Wandered Lonely as a Cloud”, by William Wordsworth p.377
“Loveliest of Trees”, by A.E. Housman p. 379
“Desert Places”, by Robert Frost p. 380
“Recessional”, by Rudyard Kipling p.381
3. How are your two poems good examples of lyric poetry? What emotions do the poems express? Write a sentence or two explaining.
LEARNING STATION #3
Today, we’re focusing on poetry divided by subject/topic. There are three different types we’re looking at today: narrative, lyric, and dramatic poems.
In this station, you will focus on dramatic poems. Use your textbook and follow the steps below:
1. What is a dramatic poem? Use your book and write down the definition.
2. There are three examples of dramatic poems in the book. Choose one and answer the “For Study and Discussion” questions.
“The Seven Ages of Man”, by William Shakespeare p.391
“Uphill”, by Christina Rossetti p.394
“The Erl-King”, by Johann Wolfgang Von Goethe p.395
3. How was your poem a good example of dramatic poetry? Who was speaking in the poem? Write a sentence or two explaining.
4. Read the dramatic poem aloud with a fellow student. Each student should pick a part from the poem, and read with emphasis and emotion. Act as if you’re really having a conversation with the other person.
Today, the main focus of our class was the examination of three different types of poetry: lyric, narrative, and dramatic. Here's what the students did in each learning station:
LEARNING STATION #1
Today, we’re focusing on poetry divided by subject/topic. There are three different types we’re looking at today: narrative, lyric, and dramatic poems.
In this station, you will focus on narrative poems. Use your textbook and follow the steps below:
1. What is a narrative poem? Use your textbook and write down a definition of narrative poem.
2. There are three examples of narrative poems in your textbook. Choose one of them and answer the “For Study and Discussion” questions.
“Lord Randal”, by an unknown author p385
“All in green went my love riding”, by e.e. cummings p.386
“The Castle”, by Edwin Muir p. 389
3. How is this poem a good example of narrative poetry? What is the story of this poem? Write a sentence or two explaining.
LEARNING STATION #2
Today, we’re focusing on poetry divided by subject/topic. There are three different types we’re looking at today: narrative, lyric, and dramatic poems.
In this station, you will focus on lyric poems. Use your textbook and follow the steps below:
1. What is a lyric poem? What was a lyric poem originally (in Greek times)?
2. There are six examples of lyric poems in your book. Choose two of them and answer the “For Study and Discussion” questions.
“John Anderson My Jo”, by Robert Burns p.374
“O Mistress Mine”, by William Shakespeare p.376
“I Wandered Lonely as a Cloud”, by William Wordsworth p.377
“Loveliest of Trees”, by A.E. Housman p. 379
“Desert Places”, by Robert Frost p. 380
“Recessional”, by Rudyard Kipling p.381
3. How are your two poems good examples of lyric poetry? What emotions do the poems express? Write a sentence or two explaining.
LEARNING STATION #3
Today, we’re focusing on poetry divided by subject/topic. There are three different types we’re looking at today: narrative, lyric, and dramatic poems.
In this station, you will focus on dramatic poems. Use your textbook and follow the steps below:
1. What is a dramatic poem? Use your book and write down the definition.
2. There are three examples of dramatic poems in the book. Choose one and answer the “For Study and Discussion” questions.
“The Seven Ages of Man”, by William Shakespeare p.391
“Uphill”, by Christina Rossetti p.394
“The Erl-King”, by Johann Wolfgang Von Goethe p.395
3. How was your poem a good example of dramatic poetry? Who was speaking in the poem? Write a sentence or two explaining.
4. Read the dramatic poem aloud with a fellow student. Each student should pick a part from the poem, and read with emphasis and emotion. Act as if you’re really having a conversation with the other person.
Tuesday, February 15
Today, students spent all block in the computer lab. They finished their Fiction Song projects.
Monday, February 14, 2011
Monday, February 14
Happy Valentine's Day!!
Today we started our unit on poetry. There are different ways to classify poetry. One way to classify poetry is by the number of words or syllables. We looked at four different kinds of word/syllable count poems: haiku, tanka, cinquain, and limerick. At the end of class, students chose two of these forms and wrote poems that fit those forms.
Also, guidance stopped by class today to talk about class registration for next Fall.
The Fiction Song projects are due in class tomorrow. We'll go to the computer lab tomorrow and it will be due at the end of class. Don't forget!!
Today we started our unit on poetry. There are different ways to classify poetry. One way to classify poetry is by the number of words or syllables. We looked at four different kinds of word/syllable count poems: haiku, tanka, cinquain, and limerick. At the end of class, students chose two of these forms and wrote poems that fit those forms.
Also, guidance stopped by class today to talk about class registration for next Fall.
The Fiction Song projects are due in class tomorrow. We'll go to the computer lab tomorrow and it will be due at the end of class. Don't forget!!
Friday, February 11, 2011
Friday, February 11
Students spent all block today in the computer lab, working on our Fiction song projects.
Thursday, February 10, 2011
Thursday, February 10
Students worked in the computer lab all block, on their "Fiction Song" projects.
Wednesday, February 9, 2011
Wednesday, February 9
For the past three weeks or so, we've been examining fiction in our class. We've looked at all the elements of fiction (such as plot, character, setting, and point of view) and we read short stories.
Today, student have a chance to demonstrate their knowledge on a test. On the fiction unit test, students will read a variety of fiction documents and answer questions about them, such as:
-What type of conflict is in this story?
-In what point of view is this story told?
After the fiction test, students had time to work on their fiction song projects. We will go to the computer lab Thursday and Friday so that students may type these projects. The fiction song project will be due on Tuesday, February 15.
Today, student have a chance to demonstrate their knowledge on a test. On the fiction unit test, students will read a variety of fiction documents and answer questions about them, such as:
-What type of conflict is in this story?
-In what point of view is this story told?
After the fiction test, students had time to work on their fiction song projects. We will go to the computer lab Thursday and Friday so that students may type these projects. The fiction song project will be due on Tuesday, February 15.
Tuesday, February 8, 2011
Tuesday, February 8
We started class by discussing the possibility that a giant asteroid may collide with Earth in 2036. Part of English class is being able to read and understand articles on a variety of topics, and I felt this was a good everyday use of those skills.
http://www.670kboi.com/rssItem.asp?feedid=113&itemid=29630815
We also completed a grammar worksheet. On this worksheet, students were given a sentence and asked to demonstrate different skills, such as identifying the parts of speech, correcting the sentence, and diagramming the sentence.
We conducted a review for our Fiction test tomorrow. This review can be found online:
http://www.jeopardylabs.com/play/elements-of-fiction14
Finally, we discussed our upcoming "Fiction Song" project. For this project, students will choose songs that tell stories. These songs can be by popular artists that the student likes, or they could be the sample songs I provided. After looking at the lyrics of these songs, students will identify the literary elements (such as plot, theme, characters, etc). The student will produce several different papers and projects discussing the literary elements of the songs. We will go to the computer lab on Thursday and Friday to type this up, and it will be due on Monday.
http://www.670kboi.com/rssItem.asp?feedid=113&itemid=29630815
We also completed a grammar worksheet. On this worksheet, students were given a sentence and asked to demonstrate different skills, such as identifying the parts of speech, correcting the sentence, and diagramming the sentence.
We conducted a review for our Fiction test tomorrow. This review can be found online:
http://www.jeopardylabs.com/play/elements-of-fiction14
Finally, we discussed our upcoming "Fiction Song" project. For this project, students will choose songs that tell stories. These songs can be by popular artists that the student likes, or they could be the sample songs I provided. After looking at the lyrics of these songs, students will identify the literary elements (such as plot, theme, characters, etc). The student will produce several different papers and projects discussing the literary elements of the songs. We will go to the computer lab on Thursday and Friday to type this up, and it will be due on Monday.
Monday, February 7, 2011
Monday, February 7
We're getting ready for our fiction test (Wednesday)! Today, students read the short story "The Scarlet Ibis" independently and answered a series of 23 questions on the story. We did this independently so that students could assess their skills in reading and understanding, so they would know if they were ready for Wednesday's test.
It's a great short story about the relationship and rivalry that develops between two brothers living in Florida.
It's available for reading online:
http://209.184.141.5/westwood/academ/depts/dpteng/l-coker/virtualenglish/englsih%20i/english%20ia/scarlet_ibis.htm
It's a great short story about the relationship and rivalry that develops between two brothers living in Florida.
It's available for reading online:
http://209.184.141.5/westwood/academ/depts/dpteng/l-coker/virtualenglish/englsih%20i/english%20ia/scarlet_ibis.htm
Friday, February 4, 2011
Friday, February 4
Today, we read "The Cask of Amontillado." Students completed the remainder of the worksheet on the story and turned it in.
Students also took notes on "Setting."
Fiction test on Wednesday.
Students also took notes on "Setting."
Fiction test on Wednesday.
Thursday, February 3, 2011
Thursday, February 3
A lot of testing today!
Students started class by taking the benchmark exam. This was the same benchmark exam taken on January 6. We will periodically give this test to check the progress of student learning.
As students were taking this exam, they were called out of the room, one by one, by one of our RESA specialists. Outside the room, each student took an oral reading exam. They were timed as they read a passage.
Finally, students completed a pre-reading worksheet on Edgar Allen Poe's "The Cask of Amontillado". We will read this short story in class tomorrow.
Students started class by taking the benchmark exam. This was the same benchmark exam taken on January 6. We will periodically give this test to check the progress of student learning.
As students were taking this exam, they were called out of the room, one by one, by one of our RESA specialists. Outside the room, each student took an oral reading exam. They were timed as they read a passage.
Finally, students completed a pre-reading worksheet on Edgar Allen Poe's "The Cask of Amontillado". We will read this short story in class tomorrow.
Wednesday, February 2, 2011
Our focus today was on theme. Theme is the main idea of a literary work.
Students examined the theme of a poem, "Bears", and then we discussed the theme of "The Necklace" (from Monday).
Students then read the short story "The Gift of the Magi" and answered some questions on the story:
1. What are the 5 stages of the story's plot?
2. Choose one of the two main characters. Is this character round, flat, static, or dynamic. What is his or her personality? What is some evidence from the story that shows this personality?
3. What POV is this written in?
4. What is ironic about this story?
5. What is the theme of the story?
Students examined the theme of a poem, "Bears", and then we discussed the theme of "The Necklace" (from Monday).
Students then read the short story "The Gift of the Magi" and answered some questions on the story:
1. What are the 5 stages of the story's plot?
2. Choose one of the two main characters. Is this character round, flat, static, or dynamic. What is his or her personality? What is some evidence from the story that shows this personality?
3. What POV is this written in?
4. What is ironic about this story?
5. What is the theme of the story?
Tuesday, February 1, 2011
Tuesday, February 1
Blocks 1 & 3: We worked all block on writing. Specifically, we focused on the skills of writing sentences with variety and organization. We did:
* bell activity where students looked up different strategies for rewriting sentences, in their textbooks
* a SMARTBoard activity where students practiced rearranging sentences into organized paragraphs
* front and backside of a worksheet on paragraph writing.
Everyone worked hard! It was a great day!
Block 4: We worked on Mrs. Morris's writing activity and reading cards all block. See her about work that you need to make up.
* bell activity where students looked up different strategies for rewriting sentences, in their textbooks
* a SMARTBoard activity where students practiced rearranging sentences into organized paragraphs
* front and backside of a worksheet on paragraph writing.
Everyone worked hard! It was a great day!
Block 4: We worked on Mrs. Morris's writing activity and reading cards all block. See her about work that you need to make up.
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