Friday, October 30, 2015

Halloween Mystery Bags

Agenda:

  • Complete your writing lab based on the following:  
    • You have been given an item in your bag.
    • Your item should be your main character, a part of your main character, or something that belongs to your main character.
    • You need a full page.
    • You need two figurative devices underlined.  Think back to your portions of the chart.

Homework:
  • Finish Prompt

Thursday, October 29, 2015

Figurative Language

Agenda:

  • Looking at sample passages
  • Figurative Language Chart (Google Doc, fill out your section)
  • Continue working on corrections, due tomorrow



Passage 1
Passage 2
What’s the difference?
She’s beautiful.
Her hair was the orange of maple leaves in autumn; her eyes were as blue as the night sky in a painting by van Gogh.

Your eyes are as blue as the sky.
Your beauty cannot fade.
Your hair is soft as silk.
With you, I’m never afraid.
Your eyes are blue as a bolt of lightning
That imprints itself on the sky
Your hair, like a cashmere sweater,
Warm reassurance provides.  

A train is leaving to New York.
It has many coaches.
Steam can be seen floating around it.  
The ten o-clock train to New York
coaches like loaves of bread powdered
with snow.
Steam wheezes between the couplings.


I remember you waving goodbye to me.
I can picture you and your surprises.
It is hard to believe you are passed on,
Leaving my heart so blue.  
I remember you running beside the train
waving good-bye.
I can produce a facsimile of you standing
behind a column of polished oak to
surprise me
Am I going toward you or away from
you on this train?

The sea had a green tint to it.  It was tumultuous that evening and left the onlookers filled with fear.   
The green sea swept into the shallows and seethed there like slaking quicklime.  It surged over the rocks, tossing up spangles of water like a juggler catching them deftly again behind.  It raced knee deep through the clefts and crevices, twisted and tortured in a thousand ways, til it swept nuzzling and sucking into the holes at the base of the cliff.



  • Group work on larger chart.  Your segments will be due on Friday.  Prepare to explain what you came up with. Make sure that you are using credible sites to help you. 

Term
Definition
Example 1
Example 2
Figurative Language


Expressing ideas indirectly; language used in a special way to create a special effect made up of words and phrases which don’t mean what they first appear to mean.






Style







Metaphor







Metonymy










Synecdoche









Personification









Pun









Irony










Imagery









Symbol










Homework:
  • Corrections due tomorrow
  • Make-up work due tomorrow

Wednesday, October 28, 2015

Test Corrections

Agenda:

  • Test corrections
  • Number of the question you got wrong
    • Wrong answer:
    • Correct answer:
    • Why the correct answer is correct
  • Use the above format for all questions you lost credit on
Homework:
  • Finish test corrections for Friday

Comparing Rhymes

Agenda:

  • Looking at the Introduction to Songs of Experience
  • SPOTTTS on "A Poison Tree" --at the end include a couple of sentences explaining how the rhyme scheme complements or does not complement the poem
Homework:
  • Complete SPOTTTS

Monday, October 26, 2015

Presentation Workshop

Agenda:

  • Review components of a good presentation
  • Things to make sure you include in your presentation
    • Title slide with your song's name, your performing artist's name, and your name
    • Intro slide
    • Concluding slide (maybe make this the slide about the meaning of the song)

Homework:
  • Presentations will be due next Monday

Friday, October 23, 2015

What is a Good PowerPoint?

Agenda:

  • Review of Johnny B. Goode Sample
  • PowerPoint Dos and Don'ts
Homework:
  • Make sure you have handed in your Part II edits

Thursday, October 22, 2015

Rhyme Revisted

Agenda:

Homework:
  • Make sure that Part 2 is completed and updated
  • In one to two sentences, explain why you think Blake chose the ABAB rhyme scheme of the sample poem.

Tuesday, October 20, 2015

Test Review and Workshop Part II

Agenda:

  • Review Notes
  • Game Review
  • Workshop Part II
Homework:
  • Complete Part II of Project
  • Study for tomorrow

Monday, October 19, 2015

Workshop Time: Part II

Please copy the information below into a Google Doc. Answer the questions and share it with me.


Start a set of notes about the song in a Google Doc to be shared with me.
    1. How does this song make creative use of poetic lines?  (Look back to your notes and think back to your most recent poetry assignment--line length, white space, end stop, enjambment, etc.)


    1. How does this song make use of poetic musicality (rhyme, alliteration, assonance, ...maybe even meter)?  Please include the line of the example you are citing.
      1. What is the rhyme scheme?

    1. Does it use consonance?

    1. Alliteration?

    1. Assonance?

    1. Does it have a set meter or rhythm?
    2. Does your song use other devices (simile, metaphor, etc.)? If your song has an important or obvious one, be sure that you talk about it.

Wednesday, October 14, 2015

The Poetry of Music

Agenda:

  • Project Directions
  • Sample Student Project
  • Workshop: Complete Part 1
Homework:
  • Finish Part 1 if you haven't in class.  I need both a link to your lyrics and a link to your video for Monday.
  • Remember that our test is pushed back to Tuesday.  Make sure that you review your notes.

The Poetry of Music Project

Name:

Ms. Hoffmann
Creative Writing
Date:
Music as Poetry Assignment

In extending our examination of how music is like poetry, we will be looking at how songs use poetic devices.  In order to start this process, there are some steps that you need to complete in class today.

Part 1:

  1. Choose a song that you like.  (It also should be a song that you have access to via YouTube or mp3 file to share.)

Title: _________________________
(Remember that you need to punctuate song titles.  They are punctuated like poems and album titles are punctuated like book titles.)

Author: _______________________
(Who actually wrote the lyrics?  You may need to Google Search for the answer.  Sometimes it is the performer, and sometimes it isn’t.)

Performing Artist: _________________________
(Some songs get covered a lot, so I need to know which version you are using.)

  1. Now, make sure that song is school-appropriate.  You may have to find the "clean" version of a song, or you may have to go looking for another one all together.  Run your choice by me if you are uncertain of what school-appropriate means.  

  • Does the version of the song you are using refrain from swearing?

  • Does the song you are using have appropriate content?

  • Does the song you are using have a music video that is appropriate to show to the class? If not, is there an appropriate lyric video that you can display?

  • Has no one else claimed your song already?  (First come, first serve.)

  • Does the song have some depth to it?  You are going to need to discuss the song’s meaning.  If you cannot figure out the meaning or are not comfortable discussing it, you need a different song.


If you checked off all of the boxes above, you need now to write me an e-mail that contains a link the lyrics of the version of the song that you are using as well as a YouTube link.  Once I receive your e-mail and approve your song, you may begin Part 2.

Part 2:

  1. Start a set of notes about the song in a Google Doc to be shared with me.
    1. How does this song make creative use of poetic lines?  (Look back to your notes and think back to your most recent poetry assignment--line length, white space, end stop, enjambment, etc.)


    1. How does this song make use of poetic musicality (rhyme, alliteration, assonance, ...maybe even meter)?  Please include the line of the example you are citing.
      1. What is the rhyme scheme?

      1. Does it use consonance?

      1. Alliteration?

      1. Assonance?

      1. Does it have a set meter or rhythm?


Part 3:

You will need to put your presentation into a slideshow or Prezi like the example we saw in class.  More details about the presentation will be forthcoming.

Monday, October 12, 2015

Writing our Own Musical Lines

Agenda:

  • Review Notes
  • Worksheet: writing musical devices into poetic lines
Homework:
  • Finish worksheet if you did not in class

Thursday, October 8, 2015

Writing Lab 5

You are flipping through the channels on TV one Saturday, waiting for your pizza to be delivered. On the coffee table sits an open can of soda. You don’t remember getting the soda, but you live alone and haven’t had anyone over recently, so it must be yours. You take a sip as the

The Music of Poetry II

Agenda:

  • Finish Listening
    • https://www.youtube.com/watch?v=hz2IOjuxMy0
  • Musical Device Notes
Homework:
  • Poetry Project and Journal due tomorrow

Wednesday, October 7, 2015

The Music of Poetry

Agenda:

  • Meter Check-In Quiz
  • The origins of poetry
    • Sappho and the Greeks: https://www.youtube.com/watch?v=r1jf2yqq7wQ
    • Medieval English Ballads: https://www.youtube.com/watch?v=L2I6aRh9LOQ
    • Later English Ballads (1700s): https://www.youtube.com/watch?v=I4yzGNqCo08
    • To be continued tomorrow...
Homework:
  • Finish line and stanza poem for Friday
  • Be sure to complete the journal that goes along with it

Monday, October 5, 2015

Peer Review Questions

Directions:
Answer the following questions about your peer's writing in a Google Doc.  Be sure to title the document, put your name, and put the name of the person whose work you are reviewing.  You need to share this with me once you are finished.

Note:  All answers should be in complete sentences and where appropriate point to specific portions of the text/quote the text.  (You are being graded partially on completeness.)

*Peer Review Questions:
Name:
Name of the Person Reviewed:
Title of the Piece:
  • What is happening in the poem?  What seems to be its meaning?
  • What stands out to you as a reader?  Why does this portion of the poem stand out?
  • Is there any suspense in the piece?  Where and why?
  • Does the poem meet all of the criteria in the final piece checklist?
  • What is one suggestion you have for revisions?
  • What is one aspect of the piece that you really like?

Meter Continued

Agenda:

  • Review Meter Identification Sheet
  • YouTube Review: https://www.youtube.com/watch?v=IhzGjc6qBWQ&list=PLB-KVYj_x8pvg6LWEsICaH5he8T1LZRDD&index=1
  • Iambic Pentameter Handout
Homework:
  • Have a draft ready for peer review tomorrow
  • Final poem project and journal due on Friday

Friday, October 2, 2015

Meter and Rhythm

Agenda:

  • PPT Notes
  • Worksheet
Homework:
  • Finish worksheet if didn't in class
  • 10/9 poem project due with completed journal

Writing Lab Day

Writing Lab Day

Write a scene in which the following happens:  Your character wakes up and reads his or her obituary.  He or she goes to call a friend, but the electric cuts out, and cell reception fails.  What is going on?

Homework:

  • Finish writing your scene.  You need to develop at least a full page for credit.
  • Poetry project deadline extended until 10/9