Class Announcement:
Parent-Teacher conferences: As long as your average isn’t below an 80 in this class, there isn’t really much to talk about.
PupilPath ungraded grades: some parents may be confused when seeing the ungraded assignments on PupilPath, and they may think that it is an 100, but it is just ungraded, and grades will be added later during the semester.
HOS grades are going to start going in during the next couple of days. HOS grades get adjusted around 3 times a semester.
“What you get is what you earn”- you have total control of what grade you receive. Grades are based on what work you hand in.
Note: It is a double lesson for this cycle
Do Now: WHOLE CLASS DISCUSSION
Be prepared to call on each other!!!
Consider your prior experiences you’ve had when reading poetry (good and bad).
What are some of the challenges you and/or others can experience while reading poetry?
Consider the following question:
What does poetry mean to you?
Class discussion:
Levan Loria: Levan shared that some challenges he runs into while reading poetry is that he doesn’t understand or comprehend what he is reading sometimes because of the tricky wording, or just the way it is written.
Sonia Lee(me): I shared that I have the same problems as Levan does, and I mostly have problems with understanding deep figurative languages.
Leslie Liu: Leslie shared that in poems you can decipher it in many ways, so you can disagree with what others think about the meaning of the poem. Sometimes, the way the poem is broken up may be hard to understand.
Selina Chen: Selina said that she agreed with what Leslie had shared and added that most of the time, the structure is fragmented apart, so it could be difficult to piece them back together and understand the meaning.
Mariah Sanchez: Mariah shared that a challenge for her when dealing with poetry would be understanding the author and finding what the true meaning of the poem is.
Gabriel Wasserstein: Gabriel shared that sometimes poems would have old vocabulary, so he doesn’t really understand those old vocabulary words that are being used.
Ms. Peterson concluded that those who have participated in the discussion ultimately had troubles in understanding the true meaning of the poem. She also included that poetry is probably not our(the class) favorite thing to do because of the struggles of it. One of her students from another period had shared that in middle school, the student came across a poem about a brown door, and they couldn’t understand how that brown door could have a deep meaning to it, “like it’s just a brown door”. Ms. Peterson also shared the fact that she used to think the same way we think about poetry, she shared that she “absolutely positively hated with a passion, a capital H, poetry”. She could understand how people can understand what an author means in their writings when they have been dead for 400 years. Lastly, she mentions a poetry project that is going to be assigned soon, after the poetry unit ends.
What makes a poem … a poem? - Melissa Kovacs [5:19]
^^^Next, we watched the video above as a class^^^
Fun fact: The video includes some information of robots trying to come up with poems, but they were creative enough to do it.
After the video, Daniel Varushev was our spirit reader for slide #2. Then we watched a video about free verse (link down below)
People often falsely believe that poems HAVE to rhyme. This is not the case! The poems we are working with today are considered to be free verse. The term “free verse” describes poetry without a fixed pattern of meter and rhyme.
Free Verse- poetry without a fixed pattern of meter and rhyme.
Free Verse Poetry [1:38] <<<Link to video
^^^Slide #2^^^
Evan Lu was our spirit reader for Whitman’s poem (posted down below). Ms. Peterson reminded us to annotate the following two poems so we can discuss it in the following activities.
Do ALL poems have to rhyme?
Stop this day and night with me, and you
shall possess the origin of all poems;
You shall possess the good of the earth and sun... (there are millions of sun left,) You shall no longer take things at second or
third hand, nor look through the eyes of the dead,
nor feed on the spectres in books;
You shall not look through my eyes either, nor take things from me,
You shall listen to all sides, and filter them from yourself.
- Walt Whitman, “Song of Myself, ” (Section 2) Leaves of Grass
^^^Whitman’s poem^^^
The next poem (posted below) was read by Angel Huang, Aaron Tian, Christopher Zhang, Edwin Zhou, Kenneth Yang, Ian Cheung, Alexander Handal, and Jessica Colka.
“Poetry” by Pablo Neruda
And it was at that age … poetry arrived
in search of me. I don’t know, I don’t know where
it came from, from winter or a river.
I don’t know how or when,
5 no they were not voices, they were not
words, nor silence,
but from a street I was summoned,
from the branches of night,
abruptly from the others,
10 among violent fires
or returning alone,
there I was without a face
and it touched me.
I did not know what to say, my mouth
15 had no way
with names,
my eyes were blind,
and something started in my soul,
fever or forgotten wings,
20 and I made my own way,
deciphering
that fire,
and I wrote the first faint line,
faint, without substance, pure
25 nonsense,
pure wisdom
of someone who knows nothing,
and suddenly I saw
the heavens
30 unfastened and open,
planets
palpitating plantations,
shadow perforated,
riddled
35 with arrows, fire, and flowers,
the winding night, the universe.
And I, infinitesimal being,
drunk with the great starry
void,
40 likeness, image of mystery,
felt myself a pure part
of the abyss,
I wheeled with the stars,
my heart broke loose on the wind.
^^^Neruda’s poem^^^
After we read both poems as a class Ms. Peterson split us into breakout rooms with our teams to discuss the following activity.
ACTIVITY: As we read the following poem by Pablo Neruda, annotate and be sure to look for diction, imagery, figurative language, and any other additional literary elements that stand out to you!
NOTE: Upon completion, be prepared to discuss/share/compare with your group’s findings.
After discussion, my team decided on the following responses.
Sharing out:
For our class, Kelly Chen shared that her team said that poetry is words that come together and form a short literary work, with emotions, images, and ideas that are too complex to be described directly.
For Whitman, Christopher Zhang shared that his team said that Whitman’s poem is telling people that they should interpret poems based on what they think and not what other people think. He gave textual evidence from lines 5-6 to support his interpretation. Lowell Ewing shared that his team thought that Whitman means that poetry doesn’t have a definite meaning, and he gave textual evidence from the first line of the poem to support his idea.
For Neruda, Gabriel Wasserstein shared that his team thought that Neruda was saying that poetry is understanding the inverse by thinking with your heart and soul, other than just reading the literal sense. Roni Aziz shared that his team thought that Neruda saw poetry as so,etching so powerful that it could bring the reader to a different world that each tells their own tales. He supported his idea with textual evidence (lines were not mentioned).
Next lesson: for this second lesson of the day, Ms. Peterson went over the poetry project (mentioned earlier in the lesson).
Aim: How can our knowledge and experience with poetry and poetic techniques ensure the successful creation of our Poem Anthology project?
Lowell Ewing shared that Anthology is a collection of poems.
Do Now: CLASS DISCUSSION
How do you usually feel when you learn you are being assigned a new project? Why?
Class Discussion:
Daniel Pustobayev: Daniel shared that he usually treats a project as a regular homework assignment and does it the day before it is due.
Gabrielle Go: Gabrielle shared that she usually doesn’t like the projects assigned since they usually weigh a lot on your grade, so even if you work very hard but still end up with a bad grade, it would impact your grade a lot. She also mentioned that projects are very time consuming and stressful.
Sonia Lee(Me): I shared that usually when being assigned a new project, I would start to panic and rant to a friend about this upcoming project I have to do. I do this mostly because I’m scared that if I failed the project my grade would get heavily impacted.
Afterwards, Ms. Peterson started going over the guidelines of the project.
PBL: Poem Anthology Project Assignment
PBL: Project Based Learning
Poem Anthology Project: Your assignment is to create a poetry anthology with 3 original poems with at least one poem structured like an extended metaphor.
Your anthology MUST INCLUDE:
A Creative Cover, with Image(s), a Title, which clearly identifies your First and Last Name, period, TEAM NAME and Cycle Letter. NOTE: Cover pages DO NOT get page numbers and slides are not page numbers!
A Table of contents, clearly identifying each poem type and title and the page number where it can be found. [(1) Free Verse, (2) Extended Metaphor, and (3) Shakespearean Sonnet. NOTE: Cover pages DO NOT get page numbers and slides are not page numbers!
An Introduction to the collection, explaining the basis for your poem choices.
Your extended metaphor must be annotated. If you provide a clean version of your Extended Metaphor (meaning without annotations first) and you choose to do the annotations separately, then make sure your annotations follow immediately on the next page. Highlight and Annotate some of your poetic choices just like we did in class, and explain the reason behind them. Note: Annotations SHOULD NOT be provided in the comments section! If using Google Slides, you can insert text boxes. If using Google Docs, you can insert your poem on one side into a table, and for the columns next to each line insert your annotations.
All 3 original poems should include complementary visuals/images/drawings. NOTE: On your poem pages, you must have both the title and the poem type provided.
Your last page must include a reflection that explains the experience of creating poetry along with a discussion of the style, language choices, and thematic intent of your poems at the conclusion of your anthology.
Key:
Pink - Reminders
When making the slides, dark background light font, or light background dark font.
Reminders:
Don't forget you have your WordPool as inspiration (you don't have to use it, but don't forget about it).
Additionally, it is very helpful for you to: 1) open a blank Google Doc, 2) go back through each lesson and copy the main points from each lesson, as well as the links/videos, so 3) you can use this doc as a guide while you are constructing your own poetry.
Punctuation Assistance: I suggest reading your poems aloud, and when you stop, that's your body telling you it needs some form of punctuation. It’s the equivalent of your body taking a breath, which is what punctuation actually is.
Project Assistance: Make sure to use font sizes, font and background colors that are acceptable for reading/grading. Keep in mind that projects are not graded in presentation mode, therefore, it remains the size as if you are constructing the document. Additionally, when choosing font and background colors be sure to choose contrasting colors. In other words: Dark Background with light font OR Light Backgrounds with Dark Font, to maximize readability.
Project Tools: Rhymezone Find rhymes, synonyms, adjectives, and more!
I will be using the attached scoring criteria to evaluate your anthology (original ideas, structure, & use of language). Your project will be Due: A: TBD, B: TBD, C: TBD. Upload your digital version to this Google Classroom assignment following all of the aforementioned parameters. You may create your poems via Google Doc or Google Slides, whichever works best for your needs.
Due date is to be announced/decided
As always, let me know if you have any questions or concerns!
ENRICHMENT
<<<<Attached below is the rubric for the Poem anthology project>>>
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