IN CLASS:

Took Quiz on poetic terms and fatal errors

Then had writing time (Obituaries, GH/Chicago Poems)

VOCAB WARMUP

• You decide you need to AUGMENT your income.  What could you do?
• Why is it a bad idea to memorize definitions VERBATIM?
• What’s a situation that you might approach WARILY?
• What’s a signal teachers make when they’re trying to give the INTIMATION that they want you to pay more attention?

QUIZ TOMORROW:  See Tuesday’s blog post for details.

Literary Devices

WARMUP: VOCAB

1. What hand does and AMBIDEXTROUS person sign their name with?
2. Describe a time when you showed FORTITUDE?
3. What’s one thing you use that is PLIABLE?
4.  Would you describe your bedroom/personal space as UNKEMPT?  Why or why not?

MORE POETRY TERMS: Literary Devices  (Today we went through the section section:”Figurative Language”.

TODAY’S LESSON: 9/11

• Learning targets: 
  • to remember the lives lost on this day 18 years ago.
  • to study effective writing by reading excerpts fromthe NY TIMES Portraits: 9/11
  • to think about what makes a life well-lived.

PORTRAITS:  9/11

ASSIGNMENT:  By Monday, write your own obituary.  (Don’t think of this as a morbid exercise–imagine your best life and what people would say about you.  This is a story about LIFE, not death.  Here’s a sample I wrote:  obituary_ce-example

Value: 25 points.  Bonus points for incorporating current vocabulary words.

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

• Adulturate
• Dour
• Insidious
• Stolid

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.

LEARNING TARGETS

After reading the following articles you should be able to define the following terms

1. Poetic Structure
2. Rhyme Scheme

and these related 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).

Literary Devices

• Analyze in your own words the poem “CHICAGO” by Carl Sandburg

Chicago: version to read

RESOURCES: ACTIVITIES:

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

READ:  about STEVE SHILLING: BUCCANEER POET

Steve Shilling Buccaneer poet

A LOOK AHEAD TO NEXT WEEK

• MONDAY:
  • Intro To Poetry Unit
  • Intro to Poetic Terms Part 1
  • First Vocab Intro
  • Read/Listen to Carl Sandburg’s “Chicago”
  • Assignment: Write an imitation of Chicago using Grand Haven
• TUESDAY:
  • Intro to Poetic Terms Part II
  • Vocab Practice
  • Work on Chicago Poems
• WEDNESDAY:  Special 9/11 Lesson
  • Vocab Practice:
  • Poetic Terms Part III
  • 9/11 Reading/Writing Assignment
• THURSDAY:
  • Where I’m From poem
  • Poetic Terms Part IV
  • Vocab Practice
  • Writing time
• FRIDAY:
  • QUIZ:  Poetic Terms, Study Habits
  • Writing Time

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