happy tuesday! 9/9/14

Happy Tuesday! 9/9/14

DO NOW: Take out your artifact or photo. Write a page about your item using the questions you were given

on Friday.

How did you get the artifact or photo? What was the occasion?

Is there a story behind it? Why do you keep it?

What does it represent to you now, years later?

What would your mother, father, or friend say about this item?

What do you think about when you think about this artifact? What do you feel?

Things I Need From You

• Signed Lap Top Contract

• Signed Syllabus

• Typed, colorful, neat & decorated “My Name” poem (I’ll take it tomorrow due to power outage)

• Decorated Writer’s Notebook

• FYI: Notebook Check is Monday!

Poetry Session 1-Artifact/Picture

Learning Goal•I will learn a strategy for generating a poem.

Learning Objective•I can use an important picture or artifact to write a 10-15 line poem.

Teaching Point:

•Poets engage in communities that encourage them to read and write examining the voices of other poets as well as developing their voice. This community allows for risk-taking so a writer can explore and write about the important events and ideas in their lives.

Class Work

• Model my Artifact Poem

• Paired Work-share your photo/artifact. Talk about why it’s important to you.

• Independent Practice-Write a 10-15 line poem based on your artifact or photo.

• HW: Article of the Week (DUE FRIDAY)

• Quote of the Week (Pre-AP only)

Before by Amy Maurice

• Safely tucked away Poetic Devices: Repetition, Punctuation (?), stanzas• in the bottom of my nightstand drawer

• A reminder of before

• Before I was engaged

• Before I said, "I Do"

• Before I became a teacher

• Before 9/11 changed us all

• Before I was a triplet mommy

• Before I got sick

• I don't want to forget her

• young, adventurous, believing anything is possible

• Wandering the English countryside with my girlfriends, my backpack and a map

• Green like no other green I've ever seen

• Surrounded by castles and purple hydrangeas and fairy tales

• Still looking for my Prince Charming

• That Girl was free

• free of fear

• free of responsibility

• free of pain

• Is that girl me?

•

• That ticket takes me to a time before

• to place I want to remember

• Before

EXIT SLIP

• Do you understand today’s strategy of using a special artifact or photo to generate ideas for a poem?

•Write your name on a small post it and stick on: • Got it!

• Almost!

• Kind of!

• Nope!

Happy Wednesday!

9/10/14DO NOW: Copy these Non-Judgemental Sentence

Starters into your WNB:

I noticed…

The line that sticks out for me is …

The part I remember best is…

I felt …when this happened in the poem…

I wish I knew more about…

I wonder….

This part reminds me of….

COLLECT!

•“My Name” poem final draft

• Lap Top Contracts

•Syllabus

Poetry Session 2-Repeated Phrase (Litany)

Learning Goal• I will learn a strategy for generating a poem & how to respond to others’ writing.

Learning Objective• I can use a repeated

phrase (litany) to write a 15+ line poem and respond to others with a non-judgemental statement.

Teaching Point

•Writers in a community use non-judgmental response so all writers feel free to take risks and feel comfortable exposing stories that matter and parts of themselves to their classmates.

CLASS WORK• Model my “I Come From” repeated phrase

AKA litany poem (on Word)

• Paired Work- Turn & talk about the people, places & things you come from.

• Independent Practice-Write a 15 + line using a repeated phrase.

• Share poem and respond using the sentence starters.

EXIT SLIP:Write down something interesting you learned about your partner today.

Happy Thursay! 9/11/14

DO NOW: • Read two poems that use

memories and have two different purposes as they retell an event from their past. In your Writer’s Notebook, summarize the memory each poet is describing and identify his/her purpose.

COPY into WNB• Possible purposes of poems

• express personal reaction

• illustrate an idea

• reflect on and change a past way of seeing or understanding

• offer advice

POETRY SESSION 3-Memory Poem

Learning Goal• I will learn a strategy for generating a poem & the purposes of poems.

Learning Objective• I can use my memories or memories of others to write a 15+ line poem.

TEACHING POINT

Poets use memory to find stories that matter to them and communicate ideas and feelings to their reader. They explore their memories trying to remember the ordinary events, people, places, and things as well as the important events, people, places, and things in their past. They write about them to understand why they are interested in this.

CLASS WORK

• Model my Memory Poem

• Paired Work- Turn & talk about which lines might work to use for a new poem.

• Independent Practice- Pick one line that is a memory from a previous poem. Copy into your WNB and use that to write a NEW poem.

• Write a Memory Poem (20+ lines)

• Share poem and respond using the non-judgmental sentence starters.

My Memory Poem-------I stole a line from my “I Come From” poem. You are going to do the same thing-Go back

and re-read and steal a memory from a previous poem to write another poem today.Mom by Amy Maurice Poetic Devices: Line length, Repetition, Sensory Details

No child of mine is average

Life isn’t fair

No excuses

If you want something badly enough you’ll find a way

I heard these things as long as I can remember

As a teenager I fought with her

And fought

And fought

She stressed me out

She made me cry

She was headstrongAnd

She was right

•  •  

EXIT SLIP• Do you understand today’s strategy of using a memory to generate ideas

for a poem?

•Write your name on a small post it and stick on: • Got it!

• Almost!

• Kind of!

• Nope!

Happy Friday! 9/12/14

Complete Writer’s Notebook checklist. Score

yourself and be honest.

COLLECT

•Take our AOW & QOW (hrs 1 & 6) Re-read the directions. Make sure your assignment(s) complete. Collect!

SESSION 4-Autobiographical Poem

Learning Goal• I will learn how to generate a poem from reading a wide range of poetry.

Learning Objective• I can find poems I am connected to and that I admire to generate my own 20 line poem.

Teaching Point

•Poets read a range of poetry to study it and find poems they feel connected to and admire the ways poets structure poems.

Class Work

• Model my Autobiographical Poem

• Paired Work- Read through poems looking for poems you connect to. Post-it your faves.

• Independent Practice- Pick one poem that feels like you could have written it and write the title, poet & poetry book name on the top of your page. Borrow a line or two and use it to write your own poem.

• Write an autobiographical poem (20+ lines)

• Share poem and respond using the non-judgmental sentence starters.

• FYI: WNB check Monday

•My "autobiographical" poem-This is a poem I found that I connect to, that I wish I wrote and could be about me!

Love After Love by Derek Walcott• The time will come

• When, with elation,

• You will greet yourself arriving

• At your own door, in your own mirror,

• And each will smile at the other's welcome,

• And say, sit here, Eat.

• You will love again the stranger who was your self.

• Give wine. Give bread. Give back your heart

• To itself, to the stranger who has loved you

• All your life, whom you ignored

• For another, who knows you by heart.

• Take down the love letters from the bookshelf,

• The photographs, the desperate notes,

• Peel your image from the mirror.

• Sit. Feast on your life.

STRATEGY

• I borrowed a line from the poem “Love After Love”. It is a poem I didn’t write, but speaks to me as if I wrote it. I am borrowing a line and using it to write my own poem. You will do the same.

• Poetic Devices: Repetition

• Metaphor

Feast by Amy Maurice• Feast on your life

• It is a table full of deliciousness

• You’ve been given blessing after blessing

• Remember those blessings, not just the pain.

• Devour your life

• every little morsel

• Because that’s what really matters-the little things

• The birthdays, the bike rides and the big hugs

• Feast on your life

• A gift from above and a present to cherish

• No regrets, no sadness, just acceptance

• Of the life given

• Make every minute count.

•  

EXIT SLIP• Do you understand today’s strategy of using an autobiographical poem to

generate ideas for a poem?

• Write your name on a small post it and stick on: • Got it!

• Almost!

• Kind of!

• Nope!