NO TARGETS TODAY.  PURELY A “GET STUFF DONE” DAY

1.  Took Vocab Quiz
2. Broke into groups of four, shared poem 1, critiqued (see GOOGLE CLASSROOM FOR ASSIGNMENT DETAILS).

DISTANT EARLY WARNING:

• The week after next we will be starting an INDEPENDENT READING UNIT.  You will all need a book to read.  That book needs to be a MEMOIR/BIOGRAPHY/AUTOBIOGRAPHY.
  • We will go to the library for a book talk early in the week after next and I will be posting some mini book previews here, but if you have a person or a subject you really want to read about, you might want to start thinking long and hard about that.

WARMUP: NONE.  We will go right to GOOD THINGS.

LEARNING TARGETS:  By the end of class you should be able to

• Discuss multiple ways poets structure their poems.
• Discuss multiple ways poets use rhyme.

ACTIVITIES: 

• Read this article on poetic structure
• Read this article on rhyme
• Discuss the above articles
• Writing Time

TOMORROW

• VOCAB QUIZ 1
• COME TO CLASS WITH ONE POEM READY TO GO PEER EDITING

WARMUP: See White Board

 READ THIS EXPLANATION OF FOUND POETRY

LEARNING TARGETS: as a result of today’s lesson you should be able to

• Define “Found Poetry” in your own words.
• Explain numerous strategies for writing found poetry

CLASS ACTIVITIES

• Warmup
• Good things
• Practice Vocab Quiz
• Quick Discussion of Found Poetry with examples
• Writing Time

WARMUP:  READ POEM WHERE I AM FROM

TARGETS: As a result of today’s class you should

• Be able to analyze the techniques Lyons uses in “Where I’m From”
• Get a start on creating your collection of poetry.

TEMPLATE FOR WHERE I AM FROM POEM

WARMUP:  Read this quote from Robert Pollard, lead singer/songwriter/genius behind legendary indie rock band GUIDED BY VOICES.  What do you think about his process?

WARMUP:  FIVE MINUTES OF VOCAB

LEARNING TARGETS: as a result of today’s lesson you will

• develop your own interpretation of Robert Frost’s “The Road Not Taken”
• be able to explain how you used interpretive strategies to come to that interpretation.

In class we completed the following assignment.  If not completed during class time it was homework. interpreting-the-road-not-taken

• Broke into groups to read and work on questions
• Returned as full class final 10-15 minutes, discussed.
• (NOTE:  2nd and 3rd hour had a different version of the worksheet.  I switched up after the morning because I thought this would work better after the a.m. classes.  If you were in 2nd /3rd Hour but were absent, just use this one.

WARMUP:  FIVE MINUTES ON VOCABULARY EXERCISES

LEARNING TARGETS: as a result of today’s class you should be able to

• Explain and use specific strategies for reading poetry

MATERIALS USED:

• VIDEO: HOW TO READ A POEM
• Poetry collection at Google Classroom
• poetryreadingstrategies
• inferencegraphicorganizer

IN CLASS: after warmup/good things

• Watched video “How to Read a Poem”
• C.E. led full class read/discussion of “The Pitcher” (at Google classroom)
• Broke into individual/small groups to do a read of “The Road Less Traveled” (at Google classroom).

HOMEWORK: When you arrive at class tomorrow, be prepared to show you have tried to understand THE ROAD LESS TRAVELED.

WARMUP:  Free Write Five Minutes–things you noticed.

LEARNING TARGETS:  By the end of the day you will be able to

• Analyze in your own words the poem “CHICAGO” by Carl Sandburg
• Be able to say something about how to read a poem correctly

RESOURCES: ACTIVITIES:

• CHICAGO: Carl Sandburg
• CHICAGO: Carl Sandburg
• Chicago: Carl Sandburg

In class we received a handout of Carl Sandburg’s poem “Chicago” and then did three readings of the poem–discussing and digging deeper each time.  The big question we tried to answer is: Do you think Sandburg likes or dislikes “Chicago” and why.

WARMUP: Open up your writers’ notebook.  Freewrite for four minutes about your artifact.  If you need a starting place, start with what it means/symbolizes to you.

LEARNING TARGETS: as a result of today’s lesson you will be able to

1. Explain how the first vocab unit will work.
2. Explain where poets get inspiration

Materials:  steve-shilling-buccaneer-poet

ACTIVITIES:

1. Launch Vocab Unit
2. Read Steve Shilling Buccaneer Poet

HOMEWORK: without losing your focus or wasting time, try to be mindful and NOTICE things that are going on around you in your classes.  What is a small moment or “noticing” that you could turn into a poem?

WARMUP:  Read the following poem and list any examples of FIGURATIVE LANGUAGE that you find.

• Define (in your own words) “figurative language” and be able
  • give several examples
  • explain how poets use it.
• Be able to explain the purpose of the writers’ notebook

HOMEWORK:

1. Read CARL SANDBURG: Chicago  be ready to discuss.
2. Bring in an ARTIFACT that has meaning to you.  (something you can write about).