Poetry Presentations

English 10R-Monday, 11/28/16

All components of the Poetry Project/Presentation are due tomorrow.  (Printed poem with annotations, typed response (edited) and visual presentation.)

**I will be here before first period if you have any questions!

-Extra Credit:  To be typed, read to the class and submitted to me by Friday!

English 10R-Thursday, 11/17/16

Poetry Project:  All parts due Tuesday, 11/29/16

Today: In the computer lab everyone should have found a poem for the project for my approval.

Tomorrow:  The poem should be annotated and a written response should be started.

English 10R-Wednesday, 11/16/16

Today:  Poetry Project introduction

Computer Lab Today:  Look for a poem for my approval (due by the end of the period Thursday).

Poetry Project and Presentations due:  Tuesday, 11/29/16

English 10R-Monday, 11/14/16

1.   Complete annotating and answer questions for the poem, “Woman” by Nikki Giovanni

2.    Complete Tone and Image handout (This will be discussed later!)

 (If you were absent today, you could get this poem online.  If you do not, see me tomorrow for missed materials.)

         

-Please also take out your Vocabulary of Tone sheet and respond in your binder: 

What is the tone of “Moon Rondeau”?  Use the tone sheet from Friday and explain your choice using text evidence from the poem.

Poem Discussion:  annotations/figurative language discussion.

English 10R-Thursday, 11/10/16

Homework: 

1.  Finish annotating and answer questions with text evidence and highlight/discuss figurative language in today’s poem.

2.  Draw a picture of an image that stood out to you.  Explain why you chose that image.

Read, “Moon Rondeau” by Carl Sandburg (You can find this poem online).

-Annotate, highlight and discuss figurative language on the poem.

English 10R-Wednesday, 11/9/16

Homework:  

1.   Continue annotating and then respond to questions for the poem “Simile.” Use text evidence whenever possible in your responses.

2.   Draw a picture on the back of the poem of an image that stood out to you, and explain why you chose to draw that image.

Read, “Simile” by N. Scott Momaday (find this poem online).

Annotate the poem for tomorrow's class.

English 10R-Monday, 11/17/16

Homework: Add more evidence and revise the connecting statement made on your Evidence Collection Tool from today’s lesson, and then write a short response using examples and evidence from today’s tool (short response)-(To be collected?)    Discussion of Friday’s questions:  “Raleigh Was Right” and the other two poems from this unit.   (Discuss/Review questions as a class.) Respond: Which of Raleigh’s central ideas does Williams (“Raleigh Was Right”) focus on, and how does Williams develop this idea? You will collect three pieces of textual evidence to answer the focus question (key details), briefly explain your reasoning behind choosing that evidence (analysis), and then write a connecting statement that consolidates your analysis of the textual evidence. (This statement will become your claim.)  Prompt:               How does Williams draw upon and transform a central idea established by Marlowe and Raleigh? Discuss the connections that you might draw between these pieces of evidence and your analysis and draft a connecting statement (suggestion:  try to come up with as much text evidence as possible!)  Some things to think about: What does the word transform mean? (To change in some way.) Look at all three poems and their references to: -nature -the country -love -tone of all three pieces Response Guide: Using your examples, fill in the blanks (paraphrase for now) to help you get started on your response: Claim______________________________________________ Marlowe states: Raleigh’s reply: Williams emphasizes: III.       Short Response Writing (a paragraph) due Wednesday.

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English 10R-Friday, 11/4/16

Read, "Raleigh Was Right" by William Carlos Williams (search online for the poem).  Answer the questions below for Monday.

Name_________________________                              

FIRST STANZA IN “RALEIGH WAS RIGHT”:

1.      What does the opening statement in lines 1–3 suggest about the speaker’s position in relation to the country?

2.      What type of adjectives does Williams use to describe the “small violets” (line 4) and what is their effect?

3.      Return to “The Passionate Shepherd.” What adjectives does Marlowe use to describe nature? What can you infer from this comparison about how the speaker of Williams’s poem views the relationship between humans and nature?   How is Williams’s speaker’s claim about what cannot be found in the country a response to Marlowe’s vision of country life?

SECOND STANZA of “Raleigh was Right.”

4.      According to the speaker, what quality of mind is being “prais[ed]” (line 8) by the “poets” (line 9)?  What “truth” does the speaker doubt (line 16)?

THIRD STANZA of “Raleigh was Right.”

5.      How does this poem’s response to the invitation of Marlowe’s poem compare to Raleigh’s reply?

6.      According to Williams, what was Raleigh right about?

English 10R-Thursday, 11/3/16

Homework:

Finish today’s questions and then:

Respond-

How does Raleigh draw upon or change a central idea or ideas in Marlowe's poem? (How does he lend a different view or change Marlowe’s central ideas?)  How has your understanding of Marlowe and Raleigh's poems developed through comparison of the two poems?

I.            Evidence Based-Discussion Questions

1.   What words or phrases are present in both texts?

2.   What words or phrases are used in "The Passionate Shepherd to His Love" to describe the natural world; what words or phrases are used in "The Nymph's Reply to the Shepherd"?

3.   How do the cumulative effects on the tone created by these descriptions compare?

4.   What key details or images does Raleigh use that are first established by Marlowe, and how does Raleigh's description of these images compare?

5.   What central idea does Raleigh develop that is not a central idea in Marlowe's poem?

6.   What is the Nymph's reply to the Shepherd's invitation?

7.   How does the term "romanticize" apply to the conversation happening between these two texts?

8.   What might the Nymph's response reveal about the nature of the Shepherd's invitation?

English 10R-Wednesday, 11/2/16

Homework: (If you were absent, look up the poem below, read, annotate and bring the questions and answers below to class tomorrow.)

“The Nymph's Reply to the Shepherd" by Sir Walter Raleigh

1.    What argument is the speaker making about the relationship between youth and love?

2.    What other words or phrases in the poem indicate the presence of "time"?

3.    What function does "time" serve in the poem?

4.    What relationship does the speaker establish between "time" and "youth"?

5.    How does Raleigh develop a central idea of his poem?

6.    How might your understanding of the last two lines be different if "mind" was replaced with "heart"?

English 10R-Tuesday, 11/1/16

Homework:

Complete Tool below and Respond:

How does the language of Marlowe's poem evoke a sense of time and place? How does this time and place develop a central idea of the text?  Use text evidence in your response (This only needs to be a few sentences!)

Classwork:

1.   Review your questions about lines 1-8 from yesterday.

2.   Briefly Respond:  How do lines 1-8 of Marlowe's poem develop a central idea of the text?  Use supporting text evidence from class discussion and questions from yesterday to support your response. (A response like this is a few sentences-unless I tell you otherwise.)

Evidence-Based Discussion

1.   Read Marlowe's poem in its entirety and do the following as you read:  underline repeating words and phrases

2.   What repeating words and phrases did you underline?  What is the cumulative effect of this repetition on the tone of the speaker's invitation?  How does this repetition inform your understanding of the speaker’s motivation and purpose? (Respond on the bottom or back of the poem.)

         The Passionate Shepherd Tool

Name:

Class:

Date:

Directions: Complete the first column of the tool by identifying and recording the gifts that the speaker promises the listener in lines 9–18. Complete the second column of the tool by identifying and recording the material(s) from which each of these “pleasures” (line 2) is made. Finally, discuss your observations to the questions on the bottom of your tool. Remember to use specific details from the text to complete the chart and to record your observations in the spaces provided.

Lines	What pleasure(s) does the speaker promise the listener in lines 9–18?	From what are these gifts created?
9–10
11–12
13–14
15–16
17–18