Intro to Poetry/ Review Opening Paragraphs

Intro to Poetry

Intro to Poetry:

Poetry Terms

Poetry- a type of literature that uses very concise (very brief; using few words), musical, and emotionally charged words.

Poetic Language:

1. Figurative Language-not the literal meaning; interpreted imaginatively
1. Simile-comparison between two  unlike things using like or as

It rained like cats and dogs.

2. Metaphor- comparison between two things without using like or as; one thing is spoken of as being another

Death is a long sleep

3. Personification- giving objects human qualities or characteristics

The moon sighed; The trees danced

4. Hyperbole- Extreme exaggeration

A nose the size of a house

2. Imagery- use of vivid language to create word pictures for the reader. Uses sensory language appealing to smell, taste, feel, sound, sight.

3. Symbol- something that has a meaning and also represents or stands for something else.

4. Devices-
1. Alliteration- repetition of the first sound of several words. Example: “start their silent swinging”
2. Onomatopoeia-use of words to imitate actual sounds. Example: “bang, tap, swish”

1. Assonance-repetition of similar vowel sounds. Example:  “deep, beneath, dreamless”; At, Ask
2. Consonance- repetition of similar consonant sounds at end of accented syllables. Example: “spurt of a lighted match”; Will-Wall
3. Repetition – repeating a word
4. Rhyme – repetition of sounds at the end of words

                                          i.    End rhyme- rhyming words at ends of lines

                                        ii.    Internal rhyme- rhyming words are within the line

Rhyme:

A.   Rhyme Scheme- A regular rhyming pattern of words in a poem (Usually found at the end of the lines)

Mary had a little lamb             A

Its fleece was white as snow B

Everywhere that Mary went,  C

The lamb was sure to go       B

B.   Rhyme Scheme of a Shakespearean Sonnet:

A,B,A,B  C,D,C,D= the first 8 lines (an OCTET)

E,F,E,F = The last 6 lines are a SESTET

G,G= RHYMING COUPLET

C.   Couplet- A pair of consecutive rhyming lines

Rhythm:

1. Rhythm- the pattern of stressed and unstressed syllables or beats in the lines

2. Meter- the rhythmical pattern of a poem. This pattern is determined by the number and types of stresses, or beats, in each line.

3. Foot-  each group of stressed and unstressed syllables in a line.
1. Lines are described in terms of the number of feet that occur in them
2. Monometer-1 foot
3. Dimeter-2 feet
4. Trimeter-3 feet
5. Pentameter- 5 feet

Poetic Structures:

1. Refrain- phrase or word that his repeated regularly in a poem

2.  Stanza- groups of lines that form units in a poem (like a paragraph)

4. Blank verse- poetry written in unrhymed iambic pentameter.

When I / see birch/ es bend/ to left/ and right

Across/ the lines/ of  straight/ er dark/ er trees

Iambic pentameter- Lines of poetry with 5 Iambic feet; each with one unstressed followed by one stressed syllable (see example above)

5. Free verse-verse not written in formal rhythmical pattern

Types of Poetry:

1. Ballad- a poem intended to be sung; tells a story

2. Haiku- three line verse form; (Japanese Poem)

first line has five syllables,

second line has seven syllables

Third line has five syllables. 

A haiku tries to convey a single vivid emotion with images from nature.

3. Lyric poetry- poetry expressing the observations and feelings of a single speaker. Never tells full story; zeroes in on an experience or creates and explores a single effect.

(Lyrics- Also words of a song)

4. Narrative- type of poem that tells a story.

5. Sonnet-  fourteen-line lyric poem, usually written in rhymed iambic pentameter.

(Most common: Shakespearean sonnet; Elizabethan sonnet)

6. Concrete Poetry- A poem with a shape that suggest it’s subject
7. 
   
   
   Point of View

8. 1.       Point of view- The relationship of the narrator/ storyteller to the story.  The perspective or vantage point from which the story is told

   a.        First person – The narrator in the story tells the story directly using I, we, me and / or us.

   b.       Third person- The narrator speaks in third person using he, she it, and they. 

   c.        Third Person Omniscient – The narrator has an “all-knowing” point of view.  The narrator supplies more information about all the characters and events than any one character could know.  The narrator knows what every character is thinking.

   
   Making conclusions:
9. 
   

   

   Adding Emotions
10.     Mood- The climate or feeling based on characters, setting, plot, etc.; The atmosphere; the feeling created in the reader by a literary work .

11.        Tone-The author’s attitude toward the readers and toward the subject.  Formal or informal; friendly or distant; personal or impersonal.

    
    
    
    
    

12. Methods of Characterizationn

13. Author's Purpose: Persuade, Inform, Entertain, Explain, or Describe

14. a.       Methods of characterization

15.                                                                i.      What a character says

16.                                                              ii.      The character’s actions

17.                                                            iii.      The character’s thoughts

                                                                iv.      What others say about the character

                                                                  v.      How the character looks: Appearance

18. 1.       Universal Theme- A theme that is timeless.  All people can relate to the theme.  Example: Love, Hate, Death, Betrayal, free will vs. fate, good vs. evil.

    2.       Symbol- Anything that stands for or represents something else.

    3.       Inference- A reasonable conclusion drawn from evidence

    4.       Denotation- The dictionary definition of a word

    5.       Connotation- A suggested, personal or implied definition of a word

    6.       Foreshadowing- The use of hints or clues to suggest what will happen later in the story.

19. Prose vs Poetry

http://bhscomp1.blogspot.com/2017/12/poems.html

1.  Students should review Poetry Terms,

2.        There will be a poetry terms test on Wednesday, 12/9

3.      Work on the Essay.

4. Monday, 12/7- Poetry intro and 

Review Opening Paragraph

5. Continue working on rough drafts

6. Rough Drafts are due before class, tomorrow, 12/8

Academic Content Standard:
5.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization
1.5.11D- Write with a command of the stylistic aspects of compositio

DESCRIPTIVE ESSAY

 

Descriptive Writing

Descriptive Essays

Objectives

• Computational:
• Learning about the data collection process used in many fields by making observations about a specific location or environment
• Learning about the data organization process by filling out a table which makes the data collected easy to access and analyze in the future
• Learning why the ability to brainstorm and visualize the “big picture” is important for pattern abstraction and generalization
• Learning why the data collection process is important for solving problems
• Creative
• Surrounding: looking at a familiar location in a new way and using all of your senses (sight, sound, smell, touch and thought) to become more aware of what is around you.
• Capturing: Making a written inventory of everything you observe at a particular place—the plants, animals, people, sounds, and smells—and also documenting your observing by taking a photo of yourself at that place.
• Challenging: using common computational tools such as arrays to store data and then considering the diverse types of data which could be captured and the multiple ways that data could be manipulated and for what purposes.
• Broadening: Increasing your ability to solve problems by looking at tables of data in new ways. What did you expect to observe at the place you chose? What did you actually observe? What does the data document about that place and your experience there? What does it leave out?

Overview

Language is one way to clearly and thoroughly describe the functions of ordinary everyday objects. In this activity, you will act like the inventor of an object that does not yet exist and trying to describe what need would be fulfilled by your (new) object and how (specifically) it functions.


GOALS:
-Students will create a descriptive/ narrative essay describing their favorite possession.
-Vivid details should be used in place of naming the object and its purpose

Favorite Possession/ DESCRIPTIVE ESSAY

CLASS EXAMPLE:

USING THE CLASS JAMBOARD, MAKE YOUR OWN PAGE.  (PUT A POST IT ON THE PAGE)

**DON'T USE THE FIRST JAM BOARD PAGE, THAT'S MY PAGE

There are several methods writers use to describe something in an essay. They may choose vivid, fresh language, or they may use examples, or they might take something ordinary and by comparing it with something extraordinary, make it interesting, or they may use their senses.
When someone asks you to describe something, the first step you might take is to jot down the first words that come to you.

EGG

Part 1: CLASS PRACTICE EXERCISES

AVOID SECOND PERSON AND CONTRACTIONS!
AVOID OBVIOUS DETAILS.  EX: A CAR = DRIVE, AUTOMOBILE

CELL PHONE- PHONE, CELLULAR, TALK

BED- SLEEP (DESCRIBE SLEEP)

YOU MAY NOT MENTION YOUR OBJECT

YOU MAY NOT BE OBVIOUS

PRACTICE EXERCISE 1:

Select and Describe an Everyday Object

1. Choose a common, useful, functional everyday object. (Some examples are provided in the table below.) Your challenge is to imagine that this object no longer exists and to describe in written language:
1. the mechanical function of your object
2. what need is fulfilled by this object
3. the physical attributes and characteristics of your object.

Example Objects:

zipper clothespin binder clip can opener scissors tape measure stapler umbrella

2. Describe the object’s function, the need it will fulfill and its attributes in clear, non-technical language which any user could understand. Your description must be specific enough so that someone who had never seen the object could recognize it, understand how it works and understand what benefits it provides.

For example, if your object is a “colander” you might begin to describe it as “a circular object, approximately 12” in diameter and 9” in height, made of metal or heat-resistant plastic, which is used in cooking to drain pasta after cooking or to hold food for washing or steaming. Its holes are large enough for water and other liquids to drain but small enough so that food will not leak through. A base or foot enables it to sit on a counter or in a sink and handles allow it to be easily moved or  suspended over a cooking pot for steaming ...”

3. As you are describing this object include the following:
1. The mechanical function(s)/use(s) of the object

e.g. A hammer is used to drive nails into wood or other materials

2. What need(s) the object fulfills

e.g. Instead of using a brick to drive nails, a hammer...

3. The physical attributes and physical characteristics of the object:
1. components or parts

e.g. “A hammer has a handle and a head. The head may have a curved claw like end so that nails can be removed.”

2. shape or materials

e.g. “The head is metal. The handle may be wood or metal.”

USING DETAILS:

There are several methods writers use to describe something in an essay. They may choose vivid, fresh language, or they may use examples, or they might take something ordinary and by comparing it with something extraordinary, make it interesting, or they may use their senses.

When someone asks you to describe something, the first step you might take is to jot down the first words that come to you.

If I say "egg," for instance, you might write down the following string of associations: "round, white, brown, fresh, scrambled, farmer, chicken, goose, over-easy." But another student might write down "ostrich," while yet another chooses "dinosaur." Then a medical student might chime in with "ovulation, zygote, baby." At some point, someone else may take it a step further and mention "fragility." The point is that the one little word "egg" can conjure up a number of associations, all coming at the subject in a different way. So when you are asked to describe an event or a person, start with the obvious, but don't stay there.

PRACTICE EXERCISE 2:

OPENING PARAGRAPHS:

WE ARE GOING TO COMPLETE PRACTICE OPENING PARAGRAPHS....REMEMBER THE ELEMENTS OF AN OPENING PARAGRPAH:

WE WILL BE CREATING AN OPENING PARAGRAPH USING YOUR EXAMPLE IN EXERCISE 1

Motivator
Brief Expansion of topic
Thesis Statement 

Blueprint (*This contains subtopic 1, subtopic 2, and subtopic 3, AND IT IS WRITTEN IN USING PARALLEL STRUCTURE)

_________________________________________________________________

Part 2- YOUR FAVORITE OBJECT ESSAY.

1. Complete step 1: Create your own THINK SHEET

2. Turn it  in with your final draft to http://www.turnitin.com/

3. Rough Draft

4: Retype and organize your ideas from your think sheet.  Be sure to use Grammarly.com/edu

5. Include the information listed below


Step 1: Think Sheet

The Planning Think Sheet will guide you through the process of choosing a topic and generating ideas that you might want to use in your essay.

THE THINK SHEET IS UNDER YOUR "LINKS"
-You may want to copy it into your One Drive notebook

1. Generate several ideas for your essay. Make lists and decide which object will work best for your topic. Next, pick an object.


2. Once you have generated some ideas for your descriptive essay, it is a good idea to think of sensory details that you can add to your description. Make a list of adjectives that describe how the object tastes, looks, feels, smells and sounds.

3. You will be required to write a  5-8 paragraph essay.  use at LEAST three senses in your essay. (However, you may use all five)


4. In your essay, discuss the object's purpose without telling the reader the identity of your object


5. Tell how the object is used


Part 3: Putting It All Together

The Organizing Think Sheet will help you organize the information you generated with the Planning Think Sheet. Finish reorganizing the Organizing Think Sheet and including all of the details listed above.


SPECIFICS:
-Students will create a descriptive/ narrative essay describing their favorite possession.
-Vivid details should be used in place of naming the object and its purpose

-Students will NOT directly identify the object/ possession in the essay

-Students must use creative description. **Your description may not be obvious.

For example, you may not say: It takes pictures....for any type of camera

-be creative.


AVOID SECOND PERSON AND CONTRACTIONS!
AVOID OBVIOUS DETAILS.  EX: A CAR = DRIVE, AUTOMOBILE

CELL PHONE- PHONE, CELLULAR, TALK

BED- SLEEP (DESCRIBE SLEEP)

YOU MAY NOT MENTION YOUR OBJECT

YOU MAY NOT BE OBVIOUS

YOUR FAVORITE POSSESSION MAY NOT BE A PERSON

Please review the tips below:

Tips
1. A well-focused subject can be ordinary or extraordinary, but you should strive to make it as interesting as possible by emphasizing what makes it interesting or new and unusual. Pick something specific, an event or a person or an animal.

2. How you treat your subject is directly related to how your reader will react to it. Give plenty of specific descriptive detail. If you're describing an event, watch people moving and hear them talking. Create a dominant impression for your reader.

3. Create a clear pattern of organization. Your introduction should work from general to specific, ending in a thesis sentence. You should have several paragraphs that develop and describe your topic, and your conclusion should restate your thesis or conclude your event.

4. Use DESCRIPTIVE DETAILS:(Remeber, NEVER assume the reader knows what you are talking about.  Provide descriptive details and examples.  Be very specific.  

Details help a strong writer avoid repetition in their writing. 

Academic Content Standard:
5.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization
1.5.11D- Write with a command of the stylistic aspects of composition.

Keystone Practive

 **THIS LESSON WILL BE TAUGHT OVER A TWO WEEK PERIOD

1. Students will review the format of the Keystone exam.

2. Students will discuss previous samplers

3. Students will review techniques:  

4. Review Parallel Structure (PowerPoint on GC)

5. Commas, Semicolons, Colons:

CLICK THIS LINK TO REVIEW COMMA, SEMICOLON, COLON RULES

#Comma exercise: (turn your sentences in to www.turnitn.com before class on Wednesday, 1/11)

Write two sentences for each rule (List the rule and highlight the commas)

A. Series

B/. Coordinating Conjunction

C. Introductory Elements

D. Coordinating adjectives

E. Contrast/ Turn in sent

F. City/ State, Country, year

G. Quotes

H. Appositive

I. Interjection

6. Embedding TEXTUAL/ CONTEXTUAL EVIDENCE

CLICK ON THIS LINK TO REVIEW TEXTUAL/ CONTEXTUAL EVIDENCE

Answering multiple choice questions

Essay Response

2018 and 2019 Samplers are also in GC.

Responding to a formal prompt:

Before your begin:

READ the PROMPT

(ANSWER THE PROMPT)

ORGANIZE

• Look for the words "explain" or "describe" in the writing prompt. Expository prompts direct you to write an essay...
• Brainstorm about what the prompt is asking you to write about. Make sure you don't try to cover so much that your essay becomes unorganized and difficult to prove/ support
• Create a thesis statement. For expository essays, the thesis statement says what you will be proving in your essay.  It should always be a provable point....not just a blank statement.  

4. Include evidence

-Introduce evidence

-State/ restate evidence

-Support your evidence (give it a purpose - EMBED EVIDENCE)

5. Conclude

6. Proof

Standards:

Standard - CC.1.2.9-10.A

Determine a central idea of a text and 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.

Standard - CC.1.3.9-10.K

Read and comprehend literary fiction on grade level, reading independently and proficiently.

451 vs There Will Come Soft Rains

 

There Will Come Soft Rains- Dangerous Destinies Packet

Compare and contrast Bradbury's writing.  How is this story similar to 451?

Goals: Students will utilize assigned short story terms and apply them in context
Students will practice interpreting context clues and taking notes
Students will understand the ideas of the future as told by Ray Bradbury.

There Will Come Soft Rains link: (Audio book link)

https://www.youtube.com/watch?v=npk8Wi73r2c&t=218s

Assignment completed in class on 11/2..To be turned in before class today, 11/3:

1. Answer the questions in Google Classroom for this story

What is the significance of the Poem?

How is it central to Bradbury's Theme?

Discuss the significance of the last line of the story/

Find all elements of personification

Find similarities to 451.

Could this house exist in today's society?  Explain with detail

Could this situation occur in today's society?  Explain with detail

2. Discuss critical thinking questions at the end of the packet

3. Complete the plot structure for this story in groups during class on Tuesday, 11/3

(Assessment)

Students/ Teacher will discuss the story:  The structure; The similarities and differences in today's society.

Students will review Critical Thinking (text) questions after the text

4. If time allows, students will work on Voc 6 (Unit and original sentences...due: 11/9)

CC.1.2.9-10.A: Determine a central idea of a text and 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.