Friday, January 9th, 2015

Day Three

January 9th, 2015

Late Start

Happy Friday, Advanced Creative Writing!

Class = 11:20-1:00

“B” Lunch = 11:58-12:23

(Be back on times, lovelies, or  bring a pass from the office—please and thank you!)

Resource Reminders

• Remember your poetry elements doc in our class google folder.  You have a personalized doc, all your own.  And you’ve got a variety of elements there to use to craft your own poetry.  Please use that resource to make your writing more powerful.
• Our class pinterest board

It is all about POETRY today!  :-)

Poetry

1. Number the quotes on page 9 now.
2. ’ll give you a quote from page 9 to analyze and respond to—do that now on page 10!  
3. When you finish your analysis and response, read and annotate the poem on page 11, “Ten Definitions of Poetry.”  
1. Please make at least twenty annotations.
2. Annotations can include defining vocab words.

Started @ 11:28; ending around 11:43-ish

Sharing Your Work

1. Trade page 10 with your partner.
2. Put a box around the box you feel is your partner’s best thinking.
3. Read over the responses, then leave three sentences for response on the page.
4. Sign your name at the bottom.
5. Return the paper to your partner.
6. Read the comments you got from your partner on page 10.

B” Lunch = 11:58-12:23

Whole Class Sharing

Select ONE of the boxes to share with the class as a way of deepening our understanding of the quote.  

1. Translate the quote into your own words.
2. Argue in three sentences how this quote is a true definition of poetry (example; for-instance; specific poem you’ve read).
3. Argue in three sentences how this quote is not a true definition of poetry (what is lacking; specific poem you’ve read; for-instance)
4. Put your name at the top of page 10, and turn it in to the drawer for a daily grade.

Trio Poem Discussion

1.      Read “Ten Definitions of Poetry” by Carl Sandburg on page 11.

2.    Consider the definition of the verb “define”:

a.     —-to specify;

b.     --to determine the essential quality of;

c.     --to determine the nature of

3.     Discuss what you think each line of Sandburg’s definition means—unpack it; consider the possibilities.

4. Share several of your annotations during dicussion of the poem.

Trio Poem Creation (changed to DUO, for our class, due to numbers this term)

1. Create a poem list called “Ten Definitions of Poetry” that your group feels DEFINES what poetry is to you.
2. (Each person comes up with approximately three definition lines.)
3. What do each of YOU think are the defining elements of a poem?
4. Create it and save it in google docs.  The folder is called “Ten Definitions”.
5. All members of your trio type on the same doc!
6. Save it as your three last names, please.
7. You have until 12:50 to discuss, then start creating your masterpiece.

12:50--Explain Homework

WE#2:  “What I Did on a Rainy Day” Poem--(p. 5)

1. Read May Swenson’s poem on page 5.
2. Annotate—what poetic elements is she using in her poem?  In other words, HOW is she doing WHAT she is doing?
3. Now you type a poem, “What I Did on a ________ __________”.  Do what Swenson does!  
1. What I Did on a Snowy Evening
2. What I Did on a ______ _______
3. What I Did on a ______ _______

Requirements

1.      Paint an image in reader’s head

2.     Use alliteration.

3.     Focus on nature.

4.     Length           =                Minimum fifteen lines

5.     Spacing          =                Spacing up to you

6.     Heading         =                MLA format

7.  Turn-in    = Saved in our class google folder as your last name by classtime Monday.