PowerPoint Slides September 19-23, 2011

1. PowerPoint Slides September 19-23, 2011 English III

2. September 19th, 2011: I Can • I can write a poem about myself using telling details, sensory language, and vivid pictures to tell who I am and my experiences.

3. Song of Yourself • Review of group work with “Song of Myself.” • What was the form? • How does Whitman introduce his origin? • How does Whitman use Metaphor in “Song of Myself?” • What vivid pictures do we see in this poem? • Are there other devices we have not covered?

4. What was the form? • It was a free verse poem.

5. Walt Whitman’s Origin • Example • Born here of parents born here from parents the same, and their parents the same,

6. Metaphor • We identified grass as the common metaphor throughout section six of the poem, and notice many others as well.

7. What vivid pictures did you see? • We see spotted hawks • White heads of old mothers • Blades of grass.

8. What have we forgotten? • There is repetition • I CELEBRATE myself, and sing myself, And what I assume you shall assume, • I loafe and invite my soul, I lean and loafe at my ease observing a spear of summer grass.

9. What have we forgotten? • There is parallelism • Or I guess it is the handkerchief of the Lord, A scented gift and remembrancer designedly dropt, Bearing the owner's name someway in the corners, that we may see and remark, and say Whose? • Or I guess it is a uniform hieroglyphic, And it means, Sprouting alike in broad zones and narrow zones, Growing among black folks as among white,

10. What have we forgotten? • There is Anaphora • It may be you transpire from the breasts of young men, It may be if I had known them I would have loved them, It may be you are from old people, or from offspring taken soon

11. How would your song sound? • You will now write a section similar to Whitman’s celebrating yourself. • Daily Assignment 30 Points • 5 points: Section includes writer’s origins • 10 points: Section gives an idea of who the writer is now. • 15 points: Section utilizes two poetic devices common to Whitman: metaphor, repetition, parallelism, or imagery. • Poem must be 18 lines long

12. Exit How did your song sound?

13. September 20th, 2011: I Can • I can find and explain words, phrases, or lines that create a mood in Robert Frost’s “Acquainted with the Night.”

14. Before Our Activity • We need to reinforce group activity expectations.

15. What Group Work Looks Like

16. What Group Work Should Not Look Like

17. Group Work • Now lets do an in-class demonstration.

18. September 21th, 2011: I Can • I can find and explain words, phrases, or lines that create a mood in Robert Frost’s “Acquainted with the Night.”

19. Literary Gala • Yesterday Mrs. Reid stopped by to talk about the Literary Gala. • If you are interested please sign up in the library. • You can get prizes. • You can also receive extra credit and use the book for the Gala for your next book talk.

20. What is mood? • Mood is the feeling or atmosphere that a writer creates for the reader. • This can be created with the following: • Connotation of words • Imagery • Figurative Language • Sound • Rhythm • Descriptive Details

21. Lets Identify as a Class Winter GardenStark naked flower stalksStand shivering in the wind.The cheerless sun hides its black lightBehind bleak, angry clouds,While trees vainly tryTo catch their escaping leaves.Carpets of grass turn brown,Blending morosely with the dreary day.Winter seems the death of life forever.

22. Lets Identify as a Class • What was the mood? • What led you to that conclusion?

23. One More For Good Measure Spring GardenStunningly dressed flower stalksStand shimmering in the breeze.The cheerful sun hides playfullyBehind white, fluffy, cotton-ball clouds,While trees whisper secretsTo their rustling leaves.Carpets of grass greenly glowBlending joyfully with the day.Spring brings life to death.

24. Lets Identify as a Class • What was the mood? • What led you to that conclusion?

25. Before We Break • Turn to page 1001, follow along as I read. Just absorb the words and think about how it makes you feel.

26. The Task • You will partner up with one to two people near you. • You will receive a mood card. In your groups you will look back at this poem and find lines that match your mood. • Then you will share with the class your mood and explain how your mood was represented • Telling us the words or phrases. • Why you choose those words or phrases. • A personal connection your group found.

27. What is the form of this poem? • Is this • Conventional • Organic poem Why?

28. Exit Slip • Use your mood card and write about a time when you were in that particular mood. • Think of how Frost created that mood. • For example don’t say I was stubborn once. • USE WORDS TO DESCRIBE IT.

29. September 22nd, 2011: I can • I can examine how the form and content of a poem affects my reading.

30. Before we Start • Tomorrow • Word Log Check • Quiz • Independent Reading Time • Remember your books.

31. In Your Notes • Rhythm-the flow of sound created by stressed or unstressed syllables in a line. • Stressed=′ • Unstressed= ̆

32. In Your Notes • Meter- the repetition of a regular rhythmic unit in a line of poetry. • A foot is each unit. • Each foot contains: • One stressed • One or two unstressed

33. In Your Notes • Blank Verse- A poem written in iambic pentameter.

34. In Your Notes • Iambic pentameter • Iamb- two syllables, unstressed-stressed, as in “today.” • Pentameter- five feet per line.

35. The Rhythm • da Dum /da Dum/ da Dum/ da Dum/ da Dum • Example

36. To help you understand it a little bit more. • http://www.youtube.com/watch?v=ArrR66OSa0Q

37. Individually • Now we have a greater understanding of Iambic Pentameter. • I want you to individually write two lines in Iambic Pentameter about growing up/living in Pendleton County.

38. Groups • Now I want you to get in groups with people who have the same number as you. • You will now take your two lines and figure out a way to make a short poem mixing up the order of your two lines.

39. Sharing time • When you share. • Each person has to read their lines in order to receive credit.

40. Group Exit Slip Turn in your poem and answer the following as a group. • What made your group place your lines in that order? • What is Iambic Pentameter?

41. September 23rd, 2011: I can • I can examine how the form and content of a poem affect my reading.

42. Yesterday • What is Iambic Pentameter?

43. Before We Break • Turn to page 1002, listen while I read “Mending Wall,” by Robert Frost.

44. The First Few Lines Something there is that doesn't love a wall, That sends the frozen-ground-swell under it, And spills the upper boulders in the sun, And makes gaps even two can pass abreast. • What is the meter? • Where does it change? • What effect does that have?

45. In Groups • Each group will be responsible for answering their respective section of the form worksheet. • If you are in group one you have section one, group two you will have section two, and so on. • You have seven minutes to complete your section.

46. Class Review • Each group share your findings.

47. Exit Slip • In the blank section of worksheet • Analyze line 45 for form and content • Below the grid, explain what effect this line left on you.

48. September 23rd, 2011: I can • I can determine the meaning of words found in the ACT vocabulary list.

49. Book Talk • There are copies of the book talk worksheet. • If you have any questions now is the time.

50. Word Log Review • Last Week’s Words • Abhor- • to hate or detest. • Abstinence- • to refrain from something. • Abstruse- • hard to understand. • Acclaim- • to praise. • Accord- • to be in agreement.