Tag Archive for Robert Frost

Happy Friday, Y’all!

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 look at poems that use a controlling metaphor, and learn about the tanka poetic form.

Activator: We get TWO videos today! Both are courtesy of The Muppet Show! Jabberwocky and Stopping by Woods on a Snowy Evening

Those are two of my favorite poems, hands down. I also like “Terence, This Is Stupid Stuff” by A.E. Housman and “Astrophil and Stella no. 1″ by Sir Philip Sydney. But we’re not really going to closely study either of those :)

Anyway, today in class we read a poem called “Metaphor” by Eve Merriam, which can be found on page 722 of your textbook. This poem uses a single controlling metaphor to represent something. There are a couple of similar poems to this – I may have shared my Zombie Metaphor poem with you, depending on how sick of zombies the class has gotten. And, of course, we wrote a poetry journal on “Metaphor,” which means we’ve now done 50% of our major writing assignment for this unit! WHOO!!!

In case you’ve missed a day, here’s the breakdown of how a poetry journal should look:

  • MLA Heading (Student name, teacher name, class name, date. All of that on the upper left corner of your paper)
  • The title of the poem, centered and in quotation marks.
  • Three quotes from the poem. These should include a parenthetical citation, which is the author’s last name and the line number, in parentheses, after the quote. A period goes at the end. For example: “This is a quote” (Name line 2).
  • A paragraph that summarizes the poem. No abstract thought or interpretations here, just write a paragraph that tells what happened in the poem.
  • A paragraph that analyzes the poem. This is where you want to give your thoughts or interpretations. Also, this paragraph should include a literary device that was used in the poem. The PowerPoint with the complete list of devices we’re studying is in the post below this one.

That’s it! I think everyone in the class can make a 100% on this writing assignment!

Anyway, after we read “Metaphor” and wrote our poetry journal, we reviewed our figurative language from yesterday. We then moved on to looking at some Tanka poems. You can find four Tankas in your textbook, on pages 680 and 688. These Japanese poems are really short, and a relative of the Haiku. Traditionally, they focus on nature, but modern Tankas can be about anything.

Finally, we used our new-found knowledge of Tankas, Haikus, and metaphors to write our own poem. You have a choice here between composing in the strict form of Tanka, or writing a freestyle poem that uses a controlling metaphor, like “Metaphor” by Eve Merriam did. I look forward to reading all those poems!!

BONUS POEM! Metaphors by Sylvia Plath

Welcome to week three, it’s time for poetry!

Yep, the rhyme was intentional 🙂

Standard: ELA10RL1, Subheading 3: The student identifies and analyzes elements of poetry and provides evidence from the text to support understanding.

Learning Target: Students will finish their first persuasive essay, then will begin their poetry unit and compose a poem inspired by Robert Frost.

Activator: Labeling Keys

I hope you guys are psyched up for poetry, ’cause I am! Ask Mrs. Connell. I threw my hands into the air and shouted “read ALL the poetry!”

Anyway, before we get into that, let’s finish up our persuasive essay, shall we? I’ll give you guys about half an hour to finish up, and then we’ll talk about the rubric which I’ll use to grade the essays… And then we dove into the poetry!!

You’re going to have three fairly big grades this unit – A test over literary devices, a “slam” poem that you perform for the class, and a poetry journal writing assignment. You’ll also have a couple of little writing assignments and such and whatnot – for example, the one we’re going to do today!! Hey, let’s read some poems!!

Stopping By Woods on a Snowy Evening

Nothing Gold Can Stay

The Road Not Taken

…and we used some Fix-it up strategies to figure out what Frost was trying to say. Next, we wrote our own poem, by taking some advice from Lupe Fiasco and Modest Mouse. Here are the two songs we listened to in class; the Lupe song samples from the Modest Mouse one. We used the “sampling” technique to write our own poem in class.

Lupe Fiasco – Show Goes On

Modest Mouse – Float On


 

Day Five, Do the Poetry Jive!

It’s Friday, Friday, Friday, gotta get down on Friday…

We get TWO videos today! Both are courtesy of The Muppet Show!

Jabberwocky

Stopping by Woods on a Snowy Evening

Those are two of my favorite poems, hands down. I also like “Terence, This Is Stupid Stuff” by A.E. Housman and “Astrophil and Stella no. 1” by Sir Philip Sydney. But we’re not really going to closely study either of those 🙂

Anyway, today in class we read a poem called “Metaphor” by Eve Merriam, which can be found on page 722 of your textbook. This poem uses a single controlling metaphor to represent something. There are a couple of similar poems to this – I may have shared my Zombie Metaphor poem with you, depending on how sick of zombies the class has gotten. And, of course, we wrote a poetry journal on “Metaphor,” which means we’ve now done 60% of our major writing assignment for this unit! WHOO!!!

In case you’ve missed a day, here’s the breakdown of how a poetry journal should look:

  • MLA Heading (Student name, teacher name, class name, date. All of that on the upper left corner of your paper)
  • The title of the poem, centered and in quotation marks.
  • Three quotes from the poem. These should include a parenthetical citation, which is the author’s last name and the line number, in parentheses, after the quote. A period goes at the end. For example: “This is a quote” (Name line 2).
  • A paragraph that summarizes the poem. No abstract thought or interpretations here, just write a paragraph that tells what happened in the poem.
  • A paragraph that analyzes the poem. This is where you want to give your thoughts or interpretations. Also, this paragraph should include a literary device that was used in the poem. The PowerPoint with the complete list of devices we’re studying is in the post below this one.

That’s it! I think everyone in the class can make a 100% on this writing assignment!

Anyway, after we read “Metaphor” and wrote our poetry journal, we reviewed our figurative language from yesterday. We then moved on to looking at some Tanka poems. You can find four Tankas in your textbook, on pages 680 and 688. These Japanese poems are really short, and a relative of the Haiku. Traditionally, they focus on nature, but modern Tankas can be about anything.

Finally, we used our new-found knowledge of Tankas, Haikus, and metaphors to write our own poem. You have a choice here between composing in the strict form of Tanka, or writing a freestyle poem that uses a controlling metaphor, like “Metaphor” by Eve Merriam did. I look forward to reading all those poems!!

BONUS POEM! Metaphors by Sylvia Plath

Welcome back! Poetry attack!

See the title? I rhymed.

Welcome to our poetry unit! Today we kicked it off with another Taylor Mali video:

Labeling Keys

If you guys really like the slam poetry, I would love to hear some poems read aloud by you in class. We will do some writing of our own; everyone will share their villanelle, but if you want to do a slam performance of your own, we will make sure to have time for it!

The first thing we did today was go over our essay from last week and we wrote three goals for improving our writing for next time. I think everyone in has room to improve – even me, in my writing! So let’s all focus on getting better and getting our writing done for next week.

And now, onto more fun things! We read three poems in class today, all by Robert Frost. They’re pretty famous; you may even have read them before. Here are links to all three:

Stopping By Woods on a Snowy Evening

Nothing Gold Can Stay

The Road Not Taken

…and we used some Fix-it up strategies to figure out what Frost was trying to say. Next, we wrote our own poem, by taking some advice from Lupe Fiasco and Modest Mouse. Here are the two songs we listened to in class; the Lupe song samples from the Modest Mouse one. We used the “sampling” technique to write our own poem in class.

Lupe Fiasco – Show Goes On

Modest Mouse – Float On

I hope everyone enjoyed the start of our poetry unit! Tomorrow we get into Edgar Allan Poe and ZOMBIES!