WARMUP:  Take 5-8 minutes, freewrite about childhood memories (format doesn’t matter–can be sentences/paragraphs, bullet points, pictures).  Focus on your roots.  The things that make you YOU.  Consider family, traditions, influential places, people, activities memories.  We’ll do some sharing in lieu of good things.

LEARNING TARGETS:  by the end of today, you should be able to define IYOW the following poetic devices and explain why they are important.

• Rhyme Scheme
• Rhythm
• Meter

Also, be able to say something about how poets draw on their everyday experiences for material.

In class:

• Warmup (8 minutes)
• Good things (7 minutes)
• Read about the three devices (5 minutes)
• Watched rhythm/meter video (5 minutes)
• Read this (got hard copy) Steve Shilling Buccaneer poet and discussed (15 minutes)

Reminder:  QUIZ FRIDAY:  What’s covered?

• All Poetic Devices terms that we’ve covered (consult blog posts here, your class notes).
• Format:  Some multiple choice, some short answer.
• Our fatal errors from last week (Capitalization, apostrophe usage)
• 25 points.

Warmup:  Write an original sentence using each of the following VOCAB words

• Adulturate
• Dour
• Insidious
• Stolid

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

1. Describe the process of close reading a poem in your own words.
2.  Explain the meaning of the poem: The Pitcher and explain at least one poetic device the poet uses.
3. Create an original example of each of the following three literary devices
   1. Imagery
   2. Hyperbole
   3. Paradox

IN CLASS:

• Warmup
• Good Things
• Studied/read about the three literary devices
• Read/analyzed: The Pitcher
• Time to work on “Chicago” imitation

IF you were absent Friday, pick up copies of the poetry unit syllabus and the poem Chicago from the front table.  (Digital copies linked to Friday’s blog post).

WARMUP:  as soon as the bell rings, in your class notes, write down everything you remember about the following poetic devices/terms we covered on Friday

• Figurative Language
• Simile
• Metaphor
• Personification
• Mood

LEARNING TARGETS:  by the end of class you should be able to explain IYOW the meanings of the following poetic terms

• Stanza
• Line
• Types of rhyme
  • End rhyme
  • Internal rhyme
  • True rhyme
  • Off rhyme
  • Rhyme scheme
• Be able to explain how/why poets use the above devices/techniques (what is the purpose).

In class we did the following

1. Introduced the first Vocabulary Unit (Practice quiz on 9/19, real thing on 9/21).
2. Read the following articles
   1. Poetic Structure
   2. Rhyme Scheme
3. Worked to write an imitation of Carl Sandburg’s “Chicago” using either Grand Haven or GHHS as our model.  Try to use devices just as Sandburg used them.

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

• Explain, in your own words the standards for the poetry unit
• Analyze in your own words the poem “CHICAGO” by Carl Sandburg
• Identify one example of each of the following in “Chicago”
  • Simile
  • Metaphor
  • Personification
• Define, IYOW, the concept of TONE and compare the tones of Sandburg’s “Chicago” and Sammy Kahn’s “Chicago (my kind of town).

Chicago: version to read

RESOURCES: ACTIVITIES:

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

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

• Define (in your own words) EVIDENCE
• List at least three reasons why taking notes by hand is a better strategy for students.
• List at least three reasons why POETRY has value.

In class

1. We read and analyzed an article on why it’s better to take notes by hand NOTES BY HAND
   1. Took notes on EVIDENCE to support the claim.
2.  We watched this video about why we need poetry.
   1. Used it as a note taking exercise
   2. Discussed

LEARNING TARGETS:  By the end of this lesson/these two days you should be able

A) Sign up for our Google classroom

B) Be able to explain the concept of “reflection”

C) List multiple habits/strategies used by successful students.

D)  Explain these two “fatal errors.”  (Note:  “fatal errors” are those basic grammar/punctuation and/or usage errors that will always count against you in any assignment, formal or informal.  They are the types that can lead to resumes/cover letters being ignored by employers.  Every week or two, once we’ve mastered a couple, we’ll add a couple more.

• Apostrophe usage
• Capitalization of proper nouns

E.  Explain why we can do better than using “good” as an adjective and suggest some better options.

IN CLASS TODAY: 

1. We discussed the following
   1. apostrophe usage
   2. the concept of reflection
2. We read and discussed this article about successful students
   1. If that is blocked, try this 
3. We watched this video about habits of successful students. 
4.  WE read and discussed this article on note taking.