Sunday, November 30, 2014

Poetry Terms

Poetry Terms

Poetry- a type of literature that uses very concise (very brief; using few words), musical, and emotionally charged words.

Poetic Language:

  1. Figurative Language-not the literal meaning; interpreted imaginatively
    1. Simile-comparison between two  unlike things using like or as
It rained like cats and dogs.
    1. Metaphor- comparison between two things without using like or as; one thing is spoken of as being another
Death is a long sleep
    1. Personification- giving objects human qualities or characteristics
The moon sighed; The trees danced
    1. Hyperbole- Extreme exaggeration
A nose the size of a house
  1. Imagery- use of vivid language to create word pictures for the reader. Uses sensory language appealing to smell, taste, feel, sound, sight.

  1. Symbol- something that has a meaning and also represents or stands for something else.

  1. Devices-
    1. Alliteration- repetition of the first sound of several words. Example: “start their silent swinging”
    2. Onomatopoeia-use of words to imitate actual sounds. Example: “bang, tap, swish”


    1. Assonance-repetition of similar vowel sounds. Example:  “deep, beneath, dreamless”; At, Ask
    2. Consonance- repetition of similar consonant sounds at end of accented syllables. Example: “spurt of a lighted match”; Will-Wall
    3. Repetition – repeating a word
    4. Rhyme – repetition of sounds at the end of words
                                          i.    End rhyme- rhyming words at ends of lines
                                        ii.    Internal rhyme- rhyming words are within the line

Rhyme:
A.   Rhyme Scheme- A regular rhyming pattern of words in a poem (Usually found at the end of the lines)
Mary had a little lamb             A
Its fleece was white as snow B
Everywhere that Mary went,  C
The lamb was sure to go       B
B.   Rhyme Scheme of a Shakespearean Sonnet:
A,B,A,B  C,D,C,D= the first 8 lines (an OCTET)
E,F,E,F = The last 6 lines are a SESTET
G,G= RHYMING COUPLET

C.   Couplet- A pair of consecutive rhyming lines


Rhythm:

  1. Rhythm- the pattern of stressed and unstressed syllables or beats in the lines

  1. Meter- the rhythmical pattern of a poem. This pattern is determined by the number and types of stresses, or beats, in each line.

  1. Foot-  each group of stressed and unstressed syllables in a line.
    1. Lines are described in terms of the number of feet that occur in them
    2. Monometer-1 foot
    3. Dimeter-2 feet
    4. Trimeter-3 feet
    5. Pentameter- 5 feet

Poetic Structures:

1. Refrain- phrase or word that his repeated regularly in a poem

2.  Stanza- groups of lines that form units in a poem (like a paragraph)

  1. Blank verse- poetry written in unrhymed iambic pentameter.
When I / see birch/ es bend/ to left/ and right
Across/ the lines/ of  straight/ er dark/ er trees

Iambic pentameter- Lines of poetry with 5 Iambic feet; each with one unstressed followed by one stressed syllable (see example above)

  1. Free verse-verse not written in formal rhythmical pattern

Types of Poetry:

  1. Ballad- a poem intended to be sung; tells a story

  1. Haiku- three line verse form; (Japanese Poem)
first line has five syllables,
second line has seven syllables
Third line has five syllables. 

A haiku tries to convey a single vivid emotion with images from nature.

  1. Lyric poetry- poetry expressing the observations and feelings of a single speaker. Never tells full story; zeroes in on an experience or creates and explores a single effect.
(Lyrics- Also words of a song)

  1. Narrative- type of poem that tells a story.

  1. Sonnet-  fourteen-line lyric poem, usually written in rhymed iambic pentameter.
(Most common: Shakespearean sonnet; Elizabethan sonnet)


  1. Concrete Poetry- A poem with a shape that suggest it’s subject

Tuesday, November 18, 2014

"There Will Come Soft Rains"

There Will Come Soft Rains

Tuesday Bell Ringer:  Write three original sentences using vocabulary words.  Underline the context clues

Wednesday Bell Ringer:  Students will write a paragraph on the following prompt:

What will our world be like in 20 years?

Thursday Bell Ringer: List two examples of Bradbury's "Future" that have come true today

Goal: Students will utilize assigned short story terms and apply them in context
Students will practice interpreting context clues and taking notes
Students will understand the ideas of the future as told by Ray Bradbury.

Tuesday, 11/18- Go over Vocabulary Unit 20

Tuesday, 11/18, Wednesday, 11/19 AND Thursday, 11/20- Students will review the short story "There Will Come Soft Rains"

-Students will discuss the Bradbury and his contributions to Science Fiction
Students will review their notes and discuss the context
Students will discuss the possibility of the story being realistic to our current society

(
Assessment)
Students/ Teacher will discuss the story:  The structure; The similarities and differences in today's society.

 Students will complete three worksheets: A. Plot Structure    B. Quiz/ worksheet  C. Inference Worksheet


Students will review Critical Thinking (text) questions after the text


***DUE DATES:
Tuesday, 11/18- Vocab Unit 20
Wednesday, 11/19- Essay (Submit all essays to www.turnitin.com) 
       ***All essays must be submitted by 3:00PM
Friday, 11/21- Vocab 21 test



R11.B.1: Understand components within and between text
Understand fiction appropriate to grade level
R11.A.2: Understand nonfiction appropriate to grade level.
-Analyze inferences and draw conclusions based on text
-Analyze the effectiveness of figurative language

Academic Content Standards:
15.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization.

Monday, November 17, 2014

Bell Ringer:
Write 3 original sentences using vocabulary words.  Underline the context clues

Closure: 
Write 2 original sentences using vocabulary words.  Underline the context clues

Write a Diary entry:

Write a diary entry from Vera's or Frampton's  point of view, describing the character's reactions/ actions during the story..  (You are the voice of the Narrator's mind / inner thoughts)
1. Students will review essay structure and methods to answer an essay question.

Applying the organizational strategies discussed in today's lesson, students will write a journal on the following:
They say you can't judge a book by its cover.  How does this saying apply to all five of the main characters in "Hearts and Hands" and "The Open Window"?

Be specific and use examples.

Friday, Vocab 20 test
Students will finish their essays and submit their work to www.turnitin.com


Students should be able to apply context clues and comprehend the full meaning of the terms.  As a result, they will be expected to write original sentences that include context clues in a section of the test.

Friday Homework:
Vocab unit 21 - due on Tuesday, 22
**This includes the unit, highlighted context clues AND 15 original sentences with the context clues highlighted

Looking Ahead:
3-Ring binder check on Friday,11/14 -Graded Check
**Please make sure to include four plot structure sheets and vocab packet
Assessment:  There will be a WRITTEN JOURNAL ASSIGNMENT ON Thursdayinformal ASSESSMENT WILL BE CONTINUALLY APPLIED THROUGH DISCUSSION AND Q/A SESSIONS
Closure:
use EACH DAILY bell ringer TERM IN A COMPLETE SENTENCE.  CIRCLE YOUR CONTEXT CLUES

Standards: 


R11.B.1: Understand components within and between texts.
Understand fiction appropriate to grade level.
R11.A.2: Understand nonfiction appropriate to grade level.
-Analyze inferences and draw conclusions based on text
-Analyze the effectiveness of figurative language

Tuesday, November 11, 2014

Essay Requirements

Paper Format

Outline - Remember, if you select the 5 character topic, you will add two more central paragraphs....copy and paste

5 Paragraph Essay Format


Assignment/ Instructions/ Blog

Textbook online


Tuesday, November 4, 2014

The Open Window

The Open Window



Bell Ringer
11/4
Circle the context clues in the sentence.  Select the correct answer
1. At Denver there was an INFLUX of passengers into the coaches on the eastbound B & M expr4ess.
A. Moved sideways    B. Coming in   C. Prevented by having done something ahead of time D.A false believe held in spite of evidence to the contrary  E. Likely to happen soon

11/5
2.Framtom labored under the tolerably wide-spread DELUSION that strangers are hungry for the details of one's aliments and sicknesses.
A. Moved sideways    B. Coming in   C. Prevented by having done something ahead of time D.A false believe held in spite of evidence to the contrary  E. Likely to happen soon

11/6
3. A cyclist coming along the road had to run into a hedge to avoid an IMMINENT collision.
A. Moved sideways    B. Coming in   C. Prevented by having done something ahead of time D.A false believe held in spite of evidence to the contrary  E. Likely to happen soon

11/7
4. The two men SIDLED down the aisle into the last car of the train.  

A. Moved sideways    B. Coming in   C. Prevented by having done something ahead of time D.A false believe held in spite of evidence to the contrary  E. Likely to happen soon

11/10
As the young woman looked terrified, Mr Easton, with a little laugh, as if amused, was about to speak when the other man FORESTALLED him by interrupting their conversation.  
A. Moved sideways    B. Coming in   C. Prevented by having done something ahead of time D.A false believe held in spite of evidence to the contrary  E. Likely to happen soon

Procedure:
Thursday
Part 1: Students will read and discuss page 470 in their textbook
A. Students will review strategies for constructing meaning 
B. Students will discuss inferences, conclusions, comprehension/ text relationships, comparing and contrasting ideas and recognizing the writer's purpose.\
C. Essentially, students will realize that they are like detectives when they are reading, and these tools will help them find the essential clues needed for analysis and comprehension.

Pre-reading introduction to author on page 468-469


1. Students will read "The Open Window" on page 471  of their text
2. Students will be introduced to IRONY and SURPRISE endings3. Students will make predictions about the story 
4. Students will discuss literary terms:  Plot elements, irony, tone, mood, foreshadowing
5. Students will discuss and analyze the outcome of the story
6. Students will Answer questions on page 475
7. STUDENTS WILL CONTINUE TO DISCUSS AND APPLY LITERARY TERMS TO READING AS THEY MAKE PREDICTIONS AND INFERENCES THROUGHOUT THE TEXT
8. Students will stop mid-story and make predictions about the characters   


They will use a three column chart:
PREDICTION     REASON     ACTUAL OUTCOME

9. STUDENTS WILL CONTINUE TO READ AND DISCUSS THE STORY AND THEN FILL IN actual outcome SECTION OF THEIR CHART.
10. Students will complete structure worksheet

Pop Quiz this week

Wednesday/ Thursday
-
 Finish working on "The Open Window" 
Students will complete a writing assignment and turn it in to www.turnitin.com

Write a Diary entry:

Write a diary entry from Vera's point of view, describing Nuttle's reactions to her tricks.  (You are the voice of Vera's mind / inner thoughts)

Thursday- Assessment



Students will complete a writing assignment and turn it in to www.turnitin.com


Write a Diary entry:


Write a diary entry from Vera's or Frampton's  point of view, describing the character's reactions/ actions during the story..  (You are the voice of the Narrator's mind / inner thoughts)
1. Students will review essay structure and methods to answer an essay question.

Applying the organizational strategies discussed in today's lesson, students will write a journal on the following:
They say you can't judge a book by its cover.  How does this saying apply to all five of the main characters in "Hearts and Hands" and "The Open Window"?

Be specific and use examples.

Friday, Vocab 19 test
Students will finish their essays and submit their work to www.turnitin.com


Students should be able to apply context clues and comprehend the full meaning of the terms.  As a result, they will be expected to write original sentences that include context clues in a section of the test.

Friday Homework:
Vocab unit 20 - due on Tuesday,11/11
**This includes the unit, highlighted context clues AND 15 original sentences with the context clues highlighted

Looking Ahead:
3-Ring binder check on Friday,11/14 -Graded Check
**Please make sure to include four plot structure sheets and vocab packet
Assessment:  There will be a WRITTEN JOURNAL ASSIGNMENT ON Thursdayinformal ASSESSMENT WILL BE CONTINUALLY APPLIED THROUGH DISCUSSION AND Q/A SESSIONS
Closure:
use EACH DAILY bell ringer TERM IN A COMPLETE SENTENCE.  CIRCLE YOUR CONTEXT CLUES

Standards: 

R11.B.1: Understand components within and between texts.
Understand fiction appropriate to grade level.
R11.A.2: Understand nonfiction appropriate to grade level.
-Analyze inferences and draw conclusions based on text
-Analyze the effectiveness of figurative language