bronx handouts

Before BeginningRA: “Chant” from You Hear MeAffinity diagram: “poetry”Discuss what we know about poetry

TW: What problems do teens face thatmake them feel they don’t have a future?

define/revisit: allusion

p. 1-22RA: “Dreams Deferred”by LanstonHughesTW: What are your dreams for thefuture?

p9 (PR) What are Tyrone’s dreams?

(TC) How does Hughes’ poem connectto these first few chapters.

Do: Connecting to the Characters (GO)or keep character notes on a sheet of paerfolded into quarters. List all the charactersfor the students so they can keep track ofthem

After each day’s shared reading, writepoems from the book’s models.

Thumbprint poem (see directions)- con-nect to uniqueness

A dream poemStart with a Think Write on “dreams” or “Idream of. . .” or “dreams are...”

READING ACTIVITIES WRITING ACTIVITIES CONNECTIONS & EXTENSIONS

Text Connections:Holbrook’s last time/brownie poemto go with Chankara p. 12The Island by Paulsen for Tyron p.17

Internet Connections:

Film/Music Connections:

Muddy Waters Jazz

TEACHER ACTIVITY GUIDE Novel: Bronx Masquerade by Nikki Grimes


Text Connections:



p. 23-44RA: “Mother to Son”

What is the mother saying to her son?How does what she says reflect “whoshe is”?

TW: What are your best qualitites?

DO: Write a self portrait poem in theshape of the first letter in your firstname. Try to use a comparison like Rauldid in his Zorro poem (22)

Do: What are Diondra’s, Devon’s,Lupe’s & Gloria’s best qualities? Add toyour character notes. How do they seethemselves? How do others see them?What are they? What do they want tobe?

Letter/name/describe self poem(like Raul’s Z)-freewrite about yourself use one ormore of the following prompts to getstarted

I am . . .I like. . .I wish. . .

- highlight words/phrases from yourfreewriteing that you could shape intoa poem-create your poem in the shape ofsignificant letter


Text Connections:



3. If I ... would you poemFree write using the prompt above. Then useyour ideas in the “If I would” poem model.

p. 45-64RA: Cluade McKay

TW: What do you wish people couldsee in you? Are looks more importantthan personality? Why or why not?

or What are your best qualities?

Do: Add to your character notes.

4. Write an “I wish” poemGo back to your free writing from yesterdayand see if you wrote any I wish statements.If you didn’t start by clustering on the word“wish” or by freewriting with the “I wish”prompt.Language Connection:

Chart it out on paper with headingsGut Words/ Imagery / Sounds/Actionsor create a list.“the truth of his words pinned me to thewall” (135)Collect interesting words or phrasesthat you might like to use in your ownpoetry/writing. You will probably wantto note the source for quotes in caseyou want to go back to the original.Begin by taking 3 minutes to list “gutwords” words you seem to hang onto,to repeat, to luxuriate in... model andthen have students try it for a fewminutes. Give them time to share/savortheir favorite words


Text Connections:Listen to poets of the Harlem Renaissance atwww.poets.org - searc h the listening boothby title or last name



p. 65-85RA: “Labels” by Sara Holbrook

TW: Brainstorm a list of ideas/words forsterotyping of judging people (like labels,dising, etc.) Or write about labels...

TW/PR: Define “self confidence”; how doeseach character deomnstrated self confidence(or a lack of self confidence)

Do: Discuss the characters and add to yourcharacter nots; return to think write andcraft a poem about labels/boxes/beingjudged

Compare/Contrat: “Cocoon” by Janelle (p. 62) with “Damn I Look Good” byMirian Stone from Things I Have t Tell You

TW: What labels “box” you in? Are you putin a certain box? Judged in a certain way?What do you think about that? What label orbox fits you?

I’ll

Write an “I am Not” poem-- use labels,boxes, and being judged as your theme. Youchoose your form. Consider repeating, I amnot and ending with an I am stanza; oralternating both


Text Connections:



p. 86-106RA: “Creation” by Johnson (hear audiofile at www.poets.org search the soundbooth)

TW: “If I were to show anyone who Ireally am inside...” (104) What do youthink or fear would happen?

(99) “High Dive” what is Diondra com-paring to a high dive? How is being your“true” self like risking the high dive?

(PR) Why is Amy afraid to get close topeople? see p. 53 and reread what Lesliesays about her (How does what Lesliesees in Amy compare with how Amy seesherself?)

revisit literary terms as we readallusion(87) Sterling says “Don’t call meSampson.”genreode

TW: Write about your world to write aworld poem. Start with these prompts:

My world is.My world feels like (looks like,

smells like, etc)Try your hand at a “world” poem

Quick Write: I am like a . . . (choose anatural object) then write a comparisonpoem like Any’s, “Ode to Stone” (105)

Four Square quiz:1. What happens to Sterling and how doeshis true character show itself?2. Give two examples of how the theme of“self identity” is illustrated--say how thetheme shows up in the writing3. Choose 2 literary terms from our wordwall . Define them and then explain howthey are used in today’s reading of the novel.4. AMy says, “forget the pillar of salt./I’lllook back at the count of three/ and you canturn me into stone.” (106) To what or whomdo these line allude? What allusion is theauthor making here?


Text Connections:Juliet’s “name” speech from Romeo & Juliet



p. 107-132RA: Countee Cullen, “Incident”

TW: Whaty’s in a name? What story doesyour name tell about you? What is thestory behind your name?

Write a name poem. You could start withthe prompt, What’s in a name? or with “Myname is...” like Shelia Gamberoni’s poem,“What’s in a Name?” on (111)(or think ofanother question to lead your readers intothe poem.)

Write a cipher or a rap. Try to use a socialissue as your topic, like Wesley, Tyrone andSteve did in “News at Five” (130)

“one day the whole world will hear what Ihave to say. Last week, my English calsswas the world.” (124)connect to having something to say!

TW: If you could say anything to the world,what would it be today? this moment?Remember Mr. Ward’s question “What doyou know?”(14) Chankara said, “Yesterday Isaid my name, but today would be different.Today I’d tell him a woman ain’t no punch-ing bag. That’s what I know.”What do you know?What do you want to say?

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Bronx MasqueradeModel Poem



Character Comes from. . . is called . . . wants . . . believes . . .

in Bronx Masqueradeends up . . .


WesleyBoone

TyroneBittings

ChankaraTroupe

Raul Ramirez

Diondra Jordan

Devon Hope



LupeAlgarin

GloriaMartinez

JanelleBattle

LeslieLucas

Judianne Alexander



TanishaScott

SterlingHughes

AmyMoscowitz

SheliaGamberoni

SteveEricson

RaynardPatterson

PorschaJohnson

in Bronx Masquerade

ends up . . .

Bronx Masquerade by Nikki Grimes 9/24 Somebody-Wanted-But-So

Somebody Wanted But So Wesley Boone

Tyrone to stay in school; to write poetry in response to poetry

Tyrone wasn’t interested in school; Mr. Ward wants him to write an essay

Mr. Ward liked the poem and started an Open Mic Friday—which got Tyrone interested in school

Tyrone Bittings

-to be a famous rapper -a future

-he’s afraid he has no future -he thinks black people are judged or kept down by “white folk”

Wesley (and Steve) convince him he does have a future; starts getting rap pieces ready for Open Mic

Chankara

-to be in love & have a boyfriend

her boyfriend tries to go too far too fast

she hits him and gets hit back; realizes she doesn’t want to be abused like her sister

Tyrone

to know why his dad drank and hit his mom

his dad is killed in a drive-by shooting

he never finds out why; but his dad did get sober

Tues.9/28 Somebody Wanted But So Raul Ramirez

-to be a famous painter / poet -the next Diego Rivera

he is poor, Hispanic, others think he won’t make it

Mr. Ward buys him art supplies & he paints during lunch in his class

Tyrone

to accept that Raul is right…make your own way

but he still thinks that “white folk” stereotype and hold people of color back

so he doesn’t say anything out loud to Raul, just thinks it

Diondra Jordan

to be an artist her father wants her to play b-ball

she does not like basketball

Tyrone

wants classmates to relax while reading poetry

students are nervous

he reassures them

Poetry & Art RotationsWe are writing poetry that imitates the poetry we are reading in Bronx Masquerade.

1. Red & Orange tables start at Letter Poem2. Yellow and Purple tables start at Finger Poem3. Blue table start atIf I … would you… poem4. Green table start at Self Portrait drawing

You will have 6 minutes at each station to jot down the directions and begin each piece; rough drafts of the poems and the drawing are due on Monday 10/4.

Your Name:

Mrs. Spillane

English I

March 2003

Bronx Masquerade, Part II:

GOALS AND OBJECTIVES: • To select and use appropriate prewriting strategies • To use the writing process effectively by drafting and revising writing that • is focuses and purposeful • has support and detail that is substantial, specific, relevant and concrete ASSIGNMENT: BRONX MASQUERADE CHARACTER STORY AND POEM Write a character narrative featuring a new character to be added to the novel Bronx Masquerade. Also write a poem that the character would have written. Keep in mind the format and function of both types of writing in the novel.

Purpose: To entertain

Audience: Teenagers

Evaluation: General impression.

Self Evaluation (20) _____ (16 if points not recorded) Peer Evaluation (20) _____ (16 if points not recorded) Teacher Evaluation (10) _____

Total Points: ______________

TEACHER EVALUATION Is the main character well described? Yes No The writing is well organized in paragraphs. Yes No Does the main character talk about other characters in the novel? Yes No Does the character have “issues”? Yes No Is the difficulty the character has written about in the poem? Yes No Does the writing reflect creativity? Yes No Does the writing reflect understanding of the novel? YES NO

Peer Evaluation (2 points each)

Is the main character well described? Yes No

The writing is well organized in paragraphs. Yes No

Does the main character talk about other characters in the novel? Yes No

Does the character have “issues”? Yes No

Is the difficulty the character has written about in the poem? Yes No

Does the writing reflect creativity? Yes No

Does the writing reflect understanding of the novel? YES NO

What is the best part of this writing?_____________________________________________________________________________________________________________________________________________

What needs improvement? _____________________________________________________________________________________________________________________________________________

Self Evaluation (5 POINTS EACH) What do you like best about your story? Why?

What do you like the least about your story? Why?

What do you still need to work on in order to make this story good?

Page 1 of 2Bronx Masquerade Creative Writing

10/1/2010file://\\hccms03\8370$\My Documents\English I\Bronx&Poetry\bronxwrt.html

Directions: Read the following pages in your Elements of Literature book and complete the chart below. Note thedefinitions of the terms. Then, find a poem that uses the term and note the example poem you found!

DateRead

Elements ofLiterature

Pages

What Term doesthis section

discuss?

Definition &Example from your reading

(give the title of the poem and the example)

Imagery: See-ing Things

Freshlyp. 492-93

Figures ofSpeech: Seeing

Connectionsp. 520-521

Sounds ofPoetry: Rhythm

p. 554-555

Sounds ofPoetry: Rhyme

p. 559-560

Tone: It’s anAttitude

p. 586-87

image

imagery

simile

metaphor

personification

Meter

Iamb

foot

scanning

free verse

tonediction

Rhyme

Ryme Scheme

approximate rhyme

internal rhyme

onomatopoeia

alliteration

Name:_________________

GOALS:• Students will be able to experience poetry as something enjoyable to both read and write.• Students will be able to understand the elements of poetry such as imagery, theme, figures of speech, toneand how each contributes to the meaning(s) of a poem• Students will be able to make personal connections between literature, society, and their lives.• Students will gain confidence as writers by creating something unique from their own life experiences.

ASSIGNMENTS:1. Read, share and discuss a variety of poems from Elements of Literature including

“All Watched Over by Machines of Loving Grace” Richard Brautigan p. 543“Women” by Alice Walker p. 556“Forgive my Guilt” by Robert P. Tristram Coffin p. 562“American Hero” by Essex Hemphill p. 573“The Girl Who Loved the Sky” by Anita Endrezze p. 576“Legal Alien” by Pat Mora p. 599“The Road Not Taken” by Robert Frost P. 602“Ain’t I A Woman” by Soujourner Truth p. 611Langston Hughes Poems (handouts in class)Poetry Packet poems (handed out in class)

2. Read poems of your choosing, respond to them in your reading journal and log the poems you have read forclasswork grades.

3. Read pages in Elements of Literature as noted on Poetic Techniques Graphic Organizer. Complete theGraphic Organizer for a classwork grade. (included in packet) Due:___________________

4. Write a formal personal response typed in MLA format to a poem of your choice.(Assingment sheet will behanded out and posted to web). Due:___________________

5. Write an original poem that emulates (copies) the style of a poem of your choice. Include the poem you arecopying with your own. Due:___________________

6. Collect three to five poems that you feel should be included in our unit. Write a short reflection that sayswhy these poems should be included, why the whole class should read them and hand the reflection in with thepoems typed. Due:___________________

7. Write ten original poems using poetic techniques you have learned about. Select five of your best poems torevise. Create an illustrated poetry portfolio that showcases your best five poems. (Assignment sheet will behanded out and posted to web). Due:___________________

Reading and Writing Time will be given daily during Rotations and you will be given an opportunityto share your poems with the class and at our POETRY SLAM! on ___________________

in Poetry

Dinner Guest: Me

I know I amThe Negro ProblemBeing wined and dined,Answering the usual questionsThat come to white mindWhich seeks demurelyTo Probe in polite wayThe why and wherewithalOf darkness U.S.A.—Wondering how things got this wayIn current democratic night,Murmuring gently

Over fraises du bois,”I’m so ashamed of being white.”

The lobster is delicious,The wine divine,And center of attentionAt the damask table, mine.To be a Problem onPark Avenue at eightIs not so bad.Solutions to the Problem,Of course, wait.

Cross

My old man’s a white old manAnd my old mother’s black.If ever I cursed my white old manI take my curses back.If ever I cursed my black old motherAnd wished she were in hell,I’m sorry for that evil wishAnd now I wish her wellMy old man died in a fine big house.My ma died in a shack.I wonder were I’m going to die,Being neither white nor black?

Children’s Rhymes

By what sendsthe white kidsI ain’t sent:I know I can’tbe President.

What don’t bugthem white kidssure bugs me:We know everybodyain’t free.

Lies written downfor white folksain’t for us a-tall:Liberty And Justice—Huh!—For All?

Dream Deferred

What happens to a dream deferred?Does it dry upLike a raisin in the sun?Or fester like a sore—And then run?Does it stink like rotten meat?Or crust and sugar over—like a syrupy sweet?Maybe it just sagslike a heavy load.Or does it explode?

POETRY BY LANGSTON HUGHES

“Langston Hughes, a primary voice of theHarlem Renaissance in the 1920’s, was knownas “The Poet Laureate of Harlem” in the periodof such writers as Zora Neale Hurston, CounteeCullen, and Claude McKay. These writers usedthe social, political, and religious aspects of theAfrican American experience as stepping stonesfor poetic expression. Widely divergent stylesand subject matters existed within the poetry ofthe Harlem Renaissance. The jazz and bluesclubs in Harlem provided a forum for theemerging Black entertainers and writers whowrote and performed to raise the consciousnessof the Negro people and instill pride in theirAfrican heritage.”

-Barbara Garrison

http://www.sdcoe.k12.ca.us/score/langhu/langhutg.html

ILLUSTRATE one of the images from your poem below:

Name of Poem

DIRECTIONS: Complete the Image Map graphic organizer. Write the title of the poem in the centerand note images the poet uses in each of the circles. There be more or less than four images used inthe poem. Illustrate on of the images from your poem below your map.

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DateRead Poem Title Author & Source Rating & Notes

When responding to or analyzing a poem, consider these categories.

Author/HistoryAuthor/HistoryAuthor/HistoryAuthor/HistoryAuthor/HistoryWhat abouthte author? What is his or her history? What background does the author have thatinfluences the poem? What events are occurring, have occurred etc. that may influence the poem andthe poet?

TitleTitleTitleTitleTitleThe title plays a role, even if there isn’t one. The author chooses a title carefully or chooses to omit atitle for a reason. Why?

SubjectSubjectSubjectSubjectSubjectWhat is the poem about. Usually can be summed up in a few sentences.

TTTTThemeshemeshemeshemeshemesWhat themes run throughout the poem; love, sacrifece, nature, etc. How is the theme conveyed inthe poem?

Point of VPoint of VPoint of VPoint of VPoint of ViewiewiewiewiewWho is narrating? Who is the poem’s “speaker”? How is the point of view significant?

ImageryImageryImageryImageryImageryWhat colors, smells, textures, sights, sounds, or tastes does the author use in the poem? How doesthis create the feel of the poem?

LitLitLitLitLiterary Devicerary Devicerary Devicerary Devicerary DevicesesesesesHow has the author used simile, metaphor, and personification? What sound devices, such as allitera-tion, assonance, consonance or onomatopoeia, has the author used if any? How do these deviceshelp contribute to the meaning of the poem?

RRRRRyyyyythmthmthmthmthmWhat does the poem sound like? Does the beat or its rythm influence, mirror or relate to the meaningor reading of the poem?

After Great Pain...

After great pain, a formal feeling comes—The Nerves sit ceremonious, like Tombs—The stiff Heart questions was it He, that bore,And Yesterday, or Centuries before?

The Feet, mechanical, go round—Of Ground, or Air, or Ought—A Wooden wayRegardless grown,A Quartz contentment, like a stone—

This is the Hour of Lead—Remembered, if outlived,As Freezing persons recollect the Snow—First—Chill—then Stupor—then the letting go—EMILY DICKINSON

Ennui

It’s such aBoreBeing alwaysPoor. -Langston Hughes

I, Too.

I, too, sing America.

I am the darker brother.They send me to eat in the kitchenWhen company comes,But I laugh,And eat well,And grow strong.

Tomorrow,I’ll be at the tableWhen company comes.Nobody’ll dareSay to me,”Eat in the kitchen,”Then.

Besides,They’ll see how beautiful I amAnd be ashamed—

I, too, am America.

-Langston Hughes

We Real Cool

The Pool PlayersSeven at the Golden Shovel

We real cool. WeLeft school. We

Lurk late. WeStrike straight. We

Sing sin. WeThin gin. We

Jazz June. WeDie soon.

-Gwendolyn Brooks

This is Just to Say

I have eatenthe plums

that were inthe icebox

and whichyou were probably

savingfor breakfast

Forgive methey were delicious

so sweetand so cold

WILLIAM CARLOS WILLIAMS

Remember that Love is your theme!

An English Sonnet by (your name):__________________________________

Remember in an English sonnet, thematically, in the first two quatrains the poet poses a question andtentative answers; a turn (emotional or ideological) or shift in focus occurs in the third quatrain, andthe final answer is given in the concluding couplet (which should be written as a complete thought).Try and also limit yourself to the form of 10 syllables per line (if you can make that true iambicpentameter all the better!). Good luck!

Shakespearean Sonnet Template

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Remember that Love is your theme!

An Italian Sonnet by (your name):__________________________________

Remember in an Italian sonnet, thematically, the octave (or first 8 lines) presents a problem, expressesan idea, or poses a question, and the sestet (last 6 lines) resolves, answers or drives home your point.(which should be written as a complete thought). Try and also limit yourself to the form of 10 syl-lables per line (if you can make that true iambic pentameter all the better!). Good luck!

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Sonnet Template

Name: Date: Period:

It’s Personal: Responding to Poetry Directions: Read and chunk the poems below. Show that you have read actively. Identify literary devices (simile, metaphor etc.) and summarize the meaning/action of the stanza. You might even STEPStone the poem in the margin or on an attached sheet of paper to show you’ve read actively.

Better Than? by Sara Holbrook The snob hides behind a designer exterior putting down others and acting superior. He’s the smoothes the richest, most likely to win Which he’ll tell you before you can even ask him. He’s constantly buffing his wax of perfection from a distance but not on closer inspection.

Damn, I Look Good Tried on a dress the other day, Showed off my skin In just the right way, Rolled off my hips Like fingertips, Legs long, Heart strong, Cascading hair falling Just to where my back Lies graceful, smooth, bare. Elegant shoulders, Slender wrist, Temptress in a dress No one can resist. Supercilious walk, Suave talk, This coquette can get Any man she’s set Eyes upon— a female Don Juan The best, I confess, Cannot help but obsess Over me, Devil walking In one he** of a dress. ~ by Mirim Stone, age 16 from Things I Have to Tell You: Poems and Writings by Teenage Girls, Betty Franco, Ed.

TELL ME: Guided Personal Response Name: _______________________

Title and author of the Poem

Evaluate the “message” you think the poem sends.

First, what is the “message” you get from the piece? Is it good, bad, positive, judgmental? Evaluate the message—give your opinion of it and say why you have that opinion.

Line What’s your favorite line and why?

Link this poem with something from your own experience: What can you connect it to? What does it remind you of?

Make note of question(s) you would ask the author or the speaker in the poem.

Express yourself. Imitate part of the poem or write a few lines in prose about the same topic you see in the poem.

Sonnet Evaluation Formfor a Sonnet by ______________________

Describe what the sonnet is saying to you?

What did you like best about this sonnet?

Sonnet Conventions

Is the poem 14 lines long? Yes No

Is the theme of the poem about love? Yes No

Is this an Italian or an English Sonnet? Yes-Italian Yes-English

If Italian, does the writer set up the problem/situation in the

first 8 lines and then offer a solution/resolution in the last six? Yes No

What is the problem/situation/question? (If you can not answer this question then circle no above)

If English, does the writer have a “turn” or change of emotion

or ideas in the third quatrain? Yes No

What does the writer feel/think at first and how does it change?(If you can not answer this question then circle no)

Is the rhyme scheme correct for an Italian (abba, etc)or an English sonnet (abab, etc) ? Yes No

Is each line written in iambic pentameter? Yes No

If not, does each line at least have ten syllables? Yes No

Give the sonnet a grade!A= 6+ yes answers aboveB= 5 yes answers aboveC= 4 yes answers aboveD= less than 4 yes answers aboveSonnet Graded by _____________________________________