Tag Archive for pablo neruda

Short Stories: “Two Words”

Goals for the Week:

  1. Follow along with the daily readings of short stories.
  2. Continue working on your Choice Board project
  3. Continue to collaborate with teachers and classmates

Today’s Checklist:

  1. Read “Two Words” by Isabel Allende
  2. Consider the importance of an author’s diction (word choice)
  3. Try your hand at writing a poem for National Poetry Month!

Today’s Lesson!

Standard:

  • ELAGSE9-10RL4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone.)

Learning Target: 

I can read and analyze stories and poetry by Chilean authors so that I can try my hand at writing my own poem for National Poetry Month.

Activator: 

In addition to our short story today, we’re looking at a little poetry! Check out this poem, “If You Forget Me” by Pablo Neruda:

Work Session: 

Your assignment for this unit!

You will have one major assignment for this unit, and you get to choose it! Visit the choice board and select one project to complete about one story. In other words,

Today’s Story: “Two Words” by Isabel Allende

Today’s story is by a Chilean author. She’s still alive – much more contemporary than many of the authors we’re reading this unit – but the downside to that is that her stories are harder to find in audio versions. I found a Spanish version of the story, which you should listen to if you understand Spanish, but unfortunately I could not find an English reading. If you’re like me and only read English, you’ll have to read it on your own 🙂

Here’s the Spanish version:

As you read or listen to the story, think about the power of words and how we use them to our advantage. There is no greater power in words than when they’re put into a poem, so that’s what you’re going to try to do today!

Word choice – or diction – is super important in poetry, because poems are short, so every word counts double. Here is another poem by Pablo Neruda, one of my favorites, “Ode to My Socks”:

 

Ode to My Socks

Pablo Neruda – 1904-1973

Maru Mori brought me
a pair
of socks
which she knitted herself
with her sheepherder’s hands,
two socks as soft
as rabbits.
I slipped my feet
into them
as though into
two
cases
knitted
with threads of
twilight
and goatskin.
Violent socks,
my feet were
two fish made
of wool,
two long sharks
sea-blue, shot
through
by one golden thread,
two immense blackbirds,
two cannons:
my feet
were honored
in this way
by
these
heavenly
socks.
They were
so handsome
for the first time
my feet seemed to me
unacceptable
like two decrepit
firemen, firemen
unworthy
of that woven
fire,
of those glowing
socks.

Nevertheless
I resisted
the sharp temptation
to save them somewhere
as schoolboys
keep
fireflies,
as learned men
collect
sacred texts,
I resisted
the mad impulse
to put them
into a golden
cage
and each day give them
birdseed
and pieces of pink melon.
Like explorers
in the jungle who hand
over the very rare
green deer
to the spit
and eat it
with remorse,
I stretched out
my feet
and pulled on
the magnificent
socks
and then my shoes.

The moral
of my ode is this:
beauty is twice
beauty
and what is good is doubly
good
when it is a matter of two socks
made of wool
in winter.

 

Consider Neruda’s word choice in the poem, his description of his socks and his feet, and then take a stab at writing your own poem for our closing session!

Closing Session:

April is National Poetry Month. To celebrate, take a few minutes today and compose a poem of your own! Any subject, any length, any meter is fine. You don’t have to share with your teacher – poems are often quite personal – but if you do choose to share, we will feature your work here on the blog!

Looking Ahead: Tomorrow’s Story

If you want to get ahead on things, here is the story we’re reading on Monday:

 

Love Poems <3<3

Standards

  • ELAGSE9-10RL4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone.) Georgia ELA
  • ELAGSE9-10RL6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. Georgia ELA
  • ELAGSE9-10RL2 Determine a theme or central idea of text and closely analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. Georgia ELA

Learning Target
I can analyze Soneto XVII by Pablo Neruda by considering the translations of the poem so that I can write my own love poem.

Opening Session
Reading quiz! This quiz is over the reading you did yesterday, from page 103-127.

Work Session
my hero’s journey map and story worksheet (work on coloring map, boxes 4-6)
Consider “Soneto XVII” by Pablo Neruda in English and Spanish:

(Robin Williams reads the poem in English, from Patch Adams)

(The poem read in its original Spanish)
https://redpoppy.net/poem37.php (Both languages side by side)

After reading and analyzing Soneto XVII, use it as inspiration to write your own love sonnet. I’ll write the rhyme scheme for a sonnet on the board!

Closing Session
Continue your reading of The Alchemist to the end of page 153.

NEW VOCAB!!

  1. Abraded
  2. Prognostications
  3. Condemn
  4. Treasonous
  5. Luminous
  6. Hookah
  7. Elixir
  8. Sentinel
  9. Habituated
  10. Stimulus

Assessment
Formative (reading quiz, discussion of Soneto XVII, poems)

Differentiation
scaffolding, graphic organizers, language differentiation (poetry in Spanish)

Bienvenidos a Lunes, Mis Estudiantes!

Good morning, everyone! You ready to read a poem in another language today? YAY!!

Standard: ELA10RL3 The student deepens understanding of literary works by relating them to contemporary context or historical background, as well as to works from other time periods.

Learning Target: Students will learn about the poetic form of the sonnet, as well as read a poem in Spanish, and then compose a sonnet of their own.

Activator: Today’s daily video comes you courtesy of Robin Williams – It’s a scene from the movie Patch Adams. Thanks to some technical difficulties I don’t have the clip uploaded here, but I will later on today or this week.

So, today we’re reading a poem called “Soneto XVII” by Pablo Neruda. This is one of my very favoritest poems, and I really hope you guys like it!! And yes, of course, we’ll write a poetry journal on it, so don’t you worry your pretty li’l’ heads about that!!

(Good news, everyone! I’ve perfected a plague  I mean, as of today you’re 70% done with your poetry journals!! WHOO!!!)

Here’s the complete list of journals you should have so far:

  1. “Annabel Lee” by Edgar Allan Poe
  2. The Robert Frost poem your class chose (“The Road Not Taken” for 1st and 4th; “Nothing Gold Can Stay” for 3rd)
  3. “The Weary Blues” by Langston Hughes
  4. “Making a Fist” by Naomi Shihab Nye
  5. “Metaphor” by Eve Merriam
  6. “The Kraken” by Alfred, Lord Tennyson
  7. “Soneto XVII” by Pablo Neruda

…and tomorrow we’ll continue on.

After we finished reading, translating, re-reading, analyzing, and so on and so forth with this sonnet, we’re going to talk a little about what the heck a sonnet is, anyway and then tried our hand at writing one! I’ll put some starter lines up on the board for you guys and we’ll see how far you can get on writing a sonnet of your own. Tomorrow we’ll talk about iambic pentameter and watch some DJ hero that will help my visual learners “see” the rhythm a little easier 🙂

And at the end of class we’ll take some time to search for poems we like for our poetry slam, which is on Friday!! Also, just to remind you, your poetry unit test will be Tuesday, February 7th, which is also when your journals are due!!!!