Po-Jokes: A Fun Collection of Cowboy-Inspired Poetry!

1. Hook, Housekeeping & Homework MONDAY While you wait, Po-Jokes Why do Cowboys write poetry? Because they’re inspired by the moos. (muse = a person or personified force who is the source of inspiration for a creative artist; Greek) What is the highest honor among Cowboy poets? Poet lariat. (a poet laureate = appointed to, or regarded unofficially as holding, an honorary representative position in a particular country, region, or group.) Why didn’t the angry farmer divorce his wife when she traded their prize milking cow for a book of poetry? Because he vowed to love her for butter or verse. Did you read and TPCASTT Annotate Sonnets 18 and 55? Week 6 Have out a new sheet of paper for a new week or continue from previous weeks in order to respond in writing: How was your weekend? Name one positive! What are you looking forward to this week? Homework: • Read and annotate Sonnet 55, if you haven’t, and 71 in your poetry packet • Independent Reading Inquiry Project – READ!

2. Past, Present, Future MONDAY • Independent Reading Inquiry Project • Sonnets • “Identifying Meter in Poems” – videos and handouts and practice • Sample essay on form • Sonnet Analysis • Sonnet 18: Video – Relevance = TedTalk: Hip-hop and Shakespeare, Further our Annotations – Take a Quiz?! • Independent Reading Inquiry Project = Independent Novel Time-Writing • Sonnet Analysis • Sonnets 71, 55, and 73 • Summative Timed Writing on a Poem

3. The Power of Poetry Standard 2: Reading for All Purposes 1.Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative strategies Objective: to use analytical and interpretive strategies to analyze a poem. Relevance: The ability to interpret a variety of texts and cite evidence fosters the coherent thinking, speaking, and writing, which are priority skills for the workplace and postsecondary settings. Essential Questions: What are the forms and conventions of a sonnet? What language do we use when analyzing poetry? How do various techniques effect audience understanding and impact the purpose of a text?

4. Activity: Develop Purpose: to make connections between 700 year old poetic/literary form to current culture; to see the relevance in studying classical works and conventional literary structures but also appreciating the development of current culture Tasks: View the TED Talk Hip-Hop & Shakespeare? Akala at TEDxAldeburgh • (20:23) • Uploaded on Dec 7, 2011 • Akala demonstrates and explores the connections between Shakespeare and Hip-Hop, and the wider cultural debate around language and it's power. https://www.youtube.com/watch?v=DSbtkLA3GrY What connections does Akala draw for you between his form of artistry and current culture to that of the past cultures and poetic forms? Consider your own inquiry project and how you are examining various sources to draw a conclusion about a larger idea, an important idea to you and others

5. Activities: Develop Purpose: to practice our analytical and interpretive strategies to analyze a famous sonnet Tasks: • Have out your annotated Sonnet 18 from homework • Borrow a copy of the 5 questions & 3 prompts • With a small group, use the questions and prompts to re-examine the poem – Jot responses on your poem • Discuss the sonnet as a class (see next)

6. Activity: Develop Discuss: What did you notice? What do you want to share? What questions do you have? • What is the subject matter? • What is the (complex) attitude (tone) of the speaker towards the subject matter? • Is it complimentary or shifting? • How does the structure of the poem support the attitude? • Is there a volta? Where? How? • What is the conclusion? (couplet?) • How do other literary elements support this tone and meaning of the work as a whole (conclusion)? Imagery, figurative language, etc.? Outcome: Take a multiple choice test!

7. Review and Release What new or review learning, understanding, ideas, do you have related to poetry? Homework: • Read and TPCASTT Sonnets 55 (if you haven’t!) and 73 in your poetry packet. Have you registered for your final exam, the AP Literature exam in May? Thursday – Poetry Slam (you must see me for requirements if you plan to do this Extension Activity)

8. In Passing = Valentine’s Day Poetry SlamExtension Activity – Ask for more details next week Winter. Time to eat fat and watch hockey. In the pewter mornings, the cat, a black fur sausage with yellow Houdini eyes, jumps up on the bed and tries to get onto my head. It’s his way of telling whether or not I’m dead. If I’m not, he wants to be scratched; if I am He’ll think of something. He settles on my chest, breathing his breath of burped-up meat and musty sofas, purring like a washboard. Some other tomcat, not yet a capon, has been spraying our front door, declaring war. It’s all about sex and territory, which are what will finish us off in the long run. Some cat owners around here should snip a few testicles. If we wise hominids were sensible, we’d do that too, or eat our young, like sharks. But it’s love that does us in. Over and over again, He shoots, he scores! and famine crouches in the bedsheets, ambushing the pulsing eiderdown, and the windchill factor hits thirty below, and pollution pours out of our chimneys to keep us warm. February, month of despair, with a skewered heart in the centre. I think dire thoughts, and lust for French fries with a splash of vinegar. Cat, enough of your greedy whining and your small pink bumhole. Off my face! You’re the life principle, more or less, so get going on a little optimism around here. Get rid of death. Celebrate increase. Make it be spring.

9. Hook, Housekeeping & Homework TUESDAY Sonnet #18 (a parody) Shall I compare thee to a bale of hay? Thou art more dusty and far less neat. Rough winds do toss thy mop about, I'd say, Which looks far worse than hay a horse would eat. Sometime thy squinty eye looks into mine Through stringy, greasy hair that needs be trimm'd, And ne'er a horse had such a stench as thine, As though in stagnant sewers thou hast swimm'd. Thy disgusting image shall not fade; This my tortured mind and soul doth know. O, I should love to hit thee with a spade; And with that blow I hope that thou wouldst go. So long as I can breathe, my eyes can see, And I can run, I'll stay away from thee... (sorry, Will) Co pyright1991anthonybaldwin Extension Activity: Write a sonnet (Elizabethan or Italian); make sure it follows the guidelines for what a sonnet is if you want any credit. This is due no later than next Monday! Homework: Read and annotate Sonnet 73, if you haven’t, in your poetry packet

10. Past, Present, Future TUESDAY • Sonnets= “Identifying Meter in Poems” – videos and handouts and practice+ Sample essay on form + Sonnet 18 (Relevance = TedTalk: Hip-hop and Shakespeare, Further our Annotations – Take an MC Quiz • Sonnet Analysis • Sonnet 18Review • Sonnet 55 Practice/Discussion • Independent Reading Inquiry Project = Independent Novel Time-Writing • Sonnet Analysis • Sonnets 71 and 73 • Summative Timed Writing on a Poem

11. Activity: Develop Purpose: to practice our analytical and interpretive strategies to analyze a famous sonnet Tasks: • Have out your annotated Sonnet 18 as well as your responses to yesterday’s “quiz (handing them back) • Receive the best answers • Discuss • Outcome: Let’s try this again! Turn to Sonnet 55 in your packet

12. Activities: DevelopWe Do Purpose: to practice our analytical and interpretive strategies to analyze a famous sonnet Tasks: Sonnet 55 (“Not marble…”) • Have out your annotated sonnet • Borrow a copy of the short answer quiz • With a small group, use the prompts to re-examine the poem – Clearly write your responses based on a group consensus Outcome: As a group, assess others based on oral review of answers Discuss

13. Review and Release What new or review learning, understanding, ideas, do you have related to poetry? Homework: Have you read and annotated (TPCASTT) Sonnet 73? READ YOUR NOVEL! Have you registered for your final exam, the AP Literature exam in May?

14. In Passing = Valentine’s Day Poetry SlamExtension Activity – Ask for more details next week Winter. Time to eat fat and watch hockey. In the pewter mornings, the cat, a black fur sausage with yellow Houdini eyes, jumps up on the bed and tries to get onto my head. It’s his way of telling whether or not I’m dead. If I’m not, he wants to be scratched; if I am He’ll think of something. He settles on my chest, breathing his breath of burped-up meat and musty sofas, purring like a washboard. Some other tomcat, not yet a capon, has been spraying our front door, declaring war. It’s all about sex and territory, which are what will finish us off in the long run. Some cat owners around here should snip a few testicles. If we wise hominids were sensible, we’d do that too, or eat our young, like sharks. But it’s love that does us in. Over and over again, He shoots, he scores! and famine crouches in the bedsheets, ambushing the pulsing eiderdown, and the windchill factor hits thirty below, and pollution pours out of our chimneys to keep us warm. February, month of despair, with a skewered heart in the centre. I think dire thoughts, and lust for French fries with a splash of vinegar. Cat, enough of your greedy whining and your small pink bumhole. Off my face! You’re the life principle, more or less, so get going on a little optimism around here. Get rid of death. Celebrate increase. Make it be spring.

15. Hook, Housekeeping & Homework WEDNESDAY Have out your Independent Inquiry novel. Homework: Read your novel! Sonnets 55 and 73 this week + Review your poetry handouts; use this time to study terminology with which you are unfamiliar.

16. By the way… Hamlet exams are/have been in “Q” • The original point value for Sections 1-5 (MC etc.) = 79; I took the highest student scores and averaged them for a new point value of 70. Thus, some people will have over 70 points. • The short responses are 3 (revenge ingredients) +17 (revenge response) +20 (key passage response) = 40 points total; Based on top scores, I took this original point value and made 100% = 38 points instead. • 1. Correct Ingredient (dropped automatically without this); 2. Specific/detailed illustration; 3. How it fits the ingredient; 4. How it helps the meaning of the work as a whole (e.g character development, plot); 5. The importance and appeal of this ingredient to an audience • 1. Universal statement of theme (not a subject = auto drop); 2. specific key passage (one focus); 3. Explanation of details of passage (devices, not just vaguely mentioned); 4. Elaboration on its connection to the significance to the work as a whole; 5. Conclusions on how this all supports the theme • Checks or underlines = identifying where you are addressing the prompt; question mark = unsure about the reference or it is not supported or seems unrelated • If you would like to see your exam as well as see models, I will have some out during reading time. Please do this quietly and keep them organized. If you want to discuss anything with me, please stop by after class and let me know so we can arrange a time.

17. Past, Present, Future WEDNESDAY • Sonnet Analysis • Sonnet 18 Review • Sonnet 55 Practice/Discussion • Independent Reading Inquiry Project – Reading Time! • Independent Novel Timed-Writing • Sonnet Analysis • Sonnets 55, 71, 73 • Summative Timed Writing on a Poem • Independent Reading Inquiry Project Read your novel & Study you poetry terminology • Keep in mind you have two timed writing assessments this month

18. Final Independent Reading and Inquiry Project Standard 2: Reading for All Purposes 1.Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative strategies Objectives: You will be able to. . . • Prepare for the AP Exam by reading a novel of literary merit • To identify, explore, and synthesize an subject of personal interest • Proposal • In-class Essay • Conference • MLA Annotated Works Cited Page • Presentation & Project (with paragraph) • Brief Reflective Paper Essential/Inquiry Questions: Determined by you! Relevance: This is up to you… In general, interpretation of text, supported by citing evidence, fosters reading skills and coherent thinking, speaking, and writing, which are priority skills for the workplace and postsecondary settings. Many careers require the ability to examine multiple sources and create products from these. Today’s world caters to visual information, graphics and photo images.

19. Instruction: Obtain Purpose: to engage in a text of literary merit Task:

20. Review and Release Outcome: What are the latest developments in the plot of your novel? How is it addressing your subject or influencing your inquiry? Extension Activities: Write a sonnet (Elizabethan or Italian); make sure it follows the guidelines for what a sonnet is if you want any credit. This is due no later than next Monday! OR Poetry Slam (see me – due Friday 15th) Independent Reading Inquiry Project Read your novel & Study you poetry terminology • Keep in mind you have two timed writing assessments this month Have you registered for your final exam, the AP Literature exam in May?

21. Hook, Housekeeping & Homework THURSDAY Week 6 – Have out your notebook sheet! Some time, a long time in the future, how do you imagine your life? How would you like to be remembered? What would you like people to think about you and say about you? What aspects of you and your life would you like to be celebrated? Homework: • Sonnet 73 (“That time of year…”) + Prompt & PIEE chart + Study poetry terminology + Read you novel + Extension Activities (Tonight’s Slam and/or Sonnet Writing)

22. Past, Present, Future THURSDAY • Independent Inquiry Reading Time (looking at Thursday 28th) • Hamlet Exam Recap • Sonnet 55 (“Not marble…”) • 4 Quiz Questions (we do) – Assess Responses • Sonnet 71 (“No longer mourn for me…”) • 4 Quiz Questions (you do) • Sonnet 73 (“That time of year…”) • Q&A Discussion + Prompt & PIEE chart • Sync TV + Prompt & PIEE chart + Self-Assess • Multiple Choice (15 you do)?? • Summative Poetry Timed Writing (looking at Tuesday 26th)

23. The Power of Poetry Standard 2: Reading for All Purposes 1.Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative strategies Objective: to use analytical and interpretive strategies to analyze a poem. Relevance: The ability to interpret a variety of texts and cite evidence fosters the coherent thinking, speaking, and writing, which are priority skills for the workplace and postsecondary settings. Essential Questions: What are the forms and conventions of a sonnet? What language do we use when analyzing poetry? How do various techniques effect audience understanding and impact the purpose of a text?

24. Activities: DevelopWe Do Purpose: to practice our analytical and interpretive strategies to analyze a famous sonnet Tasks: Sonnet 55 (“Not marble…”) Have out your annotated Outcome: As a group, assess others based on oral review of answers Discuss

25. Activities: Develop & ApplyShow What You Know Purpose: to practice our analytical and interpretive strategies to analyze a famous sonnet Tasks: TPCASTT Sonnet 71 (“No longer mourn for me…”) • Complete the 4 short answer question quiz for Sonnet 71 (10 min) • Discuss answers as a class Outcome: How did you do?

26. Review and Release What new learning or understanding do you have of poetry? Sonnet 55 & 71? Homework:Read & TPCASTT 73 (annotate) – Should already be done NOW – Dissect a Writing Prompt & Chart a Body Paragraph: Sonnet 73 (“That time of year…” = Prompt & PIEE chart) In Sonnet 73, how do poetic devices help to convey the speaker’s complex attitude towards the passage of youth, waning of love and the approach of death? You may want to consider form and structure as well as poetic devices such as metaphors and imagery. + Study poetry terminology + Read you novel + Extension Activities (Tonight’s Slam and/or Sonnet Writing)

27. Hook, Housekeeping & Homework FRIDAY While you wait, turn to a shoulder partner and discuss (or respond in writing): • What feelings do you associate with images of autumn? A sunset? • Does love depend on youthfulness? Why or why not? • Why does a writer use metaphoric language? Have out your Week 6 Reflections • Here we are, Friday. What is one thing you accomplished this week? What is something you’d like to do over the THREE day weekend? • Homework: Read and TPCASTT “Ozymandias” (in your poetry packet) and then dissect the given Prompt& complete the PIEE chart

28. Past, Present, Future FRIDAY • Sonnet 71 “No longer…” (practice short answer) • Sonnet 55 “Not marble…” (short answer) • Sonnet 73 = StudySync TV + Q&A • Sonnet Analysis: Sonnet 73 + Prompt + PIE • “Ozymandias” = StudySync TV? + Q&A + Prompt + PIE • Written post-assessment • Independent Novel Inquiry Project = Source 2

29. The Power of Poetry AP = Always Poetry Standard 2: Reading for All Purposes 1.Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative strategies Objective: to use analytical and interpretive strategies to analyze a poem. Relevance: The ability to interpret a variety of texts and cite evidence fosters the coherent thinking, speaking, and writing, which are priority skills for the workplace and postsecondary settings. Essential Questions: What are the forms and conventions of a sonnet? What language do we use when analyzing poetry? How do various techniques effect audience understanding and impact the purpose of a text?

30. Activity: Develop You Do – We Do Purpose: to analyze a Shakespearean sonnet for figurative language and structure and to explain how these support the meaning of the work as a whole. Tasks: Use the handout to... • Individually, re-read & annotate (TPCASTT) the sonnet • Use the questions to prompt thinking and discussion Purpose: to listen to others analyze Sonnet 73 for new understanding of the sonnet Tasks: As a class, listen to the 5 minute Sync TV discussion about the sonnet Outcome: After listening to the video discussion, use the questions (on your sheet and here) to prompt thinking and brief discussion. Note any new understandings, of metaphor and meaning, and how the students build on each other’s ideas, agree to disagree but also build consensus • What is the subject matter? What time of life is the speaker in the poem discussing? What is the (complex) attitude (tone – find your tone list!) of the speaker towards the subject matter? Is it complimentary or shifting? • How does the structure of the poem support the attitude? Is there a volta? Where? How? • What is the conclusion (couplet)? What is the real core message - the meaning of the work as a whole - of Shakespeare's poem? What is Shakespeare is saying about mortality and love? How do death and love relate? • How do other literary elements support this tone and meaning of the work as a whole (conclusion)? Imagery, figurative language, etc.? To what things does the speaker compare himself? What do each of these comparisons have in common? Are there any metaphors that you interpret differently? Are there any deeper layers you can find?

31. Activity: Develop & ApplyYOU Do Purpose: to analyze a Shakespearean sonnet for figurative language and structure and to explain how these support the meaning of the work as a whole. Task: Take a few minutes to share and compare ideas from your PIEE chart • In Sonnet 73, Shakespeare describes old age through a series of metaphors that tell a story of the progression of aging. The sonnet structure complements the thematic subjects of losing and/or appreciating love. Analyze the metaphors and use of a sonnet for this thematic subject, • Use the PIE chart to outline your ideas for a closed thesis and PIE. REMEMBER: What? How? Why? So What? Purpose? Effect? PIEE

32. Instruction: ObtainI Do – You Do Plus/Delta Purpose: to self-assess your analysis Tasks: Compare/contrast your Thesis to the one on the right • Subject: “Sonnet 73,” William Shakespeare - characterize the anxiety one may feel as he ages and feels the approach of death • Assertion: speaker’s pensive comparisons, however, become increasingly more relevant to the ultimate exhortation to be “loved well” before he is gone • Key Terms: series of metaphors, vivid imagery How did you do well? What do you need to adjust? Write comments on your own work. THESIS: • In “Sonnet 73,” William Shakespeare uses a series of metaphors, with vivid imagery, to characterize the anxiety one may feel as oneages and feels the approach of death.

33. Instruction: ObtainI Do – You Do Plus/Delta P1 In the first quatrain, the speaker draws comparisons between him/herself and a tree in autumn. Illus. 1 The image is of bare branches with a “few yellow leaves” that “shake against the cold.” Exp./Elab. This is not an ideal image of how he believes his companion sees him. Like the green leaves that fade and fall with autumn, the body, too, breaks down over a lifetime. Illus. In this bleak environment, “sweet birds” lately sang. Exp./Elab The joyous sounds of his once vibrant, lively youth, have been devastated, and now battle against the harsh elements of changing times. He mourns the loss of his youth. Do you have a 3rd? Conc. The speaker laments the empty and frail person he believes he has become and that his observer sees in him. Much like the changing of the seasons, the effects of time and the problems of aging, on us all, are introduced and apparent.

34. What other metaphors did examine?How did you not only explain but elaborate on how they build on one another? In me thou seest the twilight of such day As after sunset fadeth in the west, Which by and by black night doth take away, Death’s second self, that seals up all in rest.  • Passing of a day to his own aging and coming to death – fairly typical or traditional comparison • but note “fadeth” - as one becomes lesser both physically and maybe even mentally and/or forgotten • Builds upon previous quatrain – passing of season, various stages of life that fade but change– now mentions ending of life (of day) – creating mournful tone In me thou see’st the glowing of such fire That on the ashes of his youth doth lie, As the death-bed whereon it must expire Consumed with that which it was nourish’d by.  • Dying of a fire – once again a glowing light, once full of energy and power, but turning to ash, remnants (once again reduced to nothing) • Like a fire that has logs that enabled it to burn, creating ash – the fire will be extinguished as it sinks into the ashes that it created – so, too, will he, leaving his youth and be greeted by death • Shifts from previous quatrain to set reader up for couplet – focus before (3rd) on ending of day/life but now on how - we aren’t there yet, still a flame – but the life (fire) that still exists “must” go This thou perceivest, which makes thy love more strong, To love that well which thou must leave ere long.  • Couplet = Conclusion - “This” refers to the 3 quatrains above, all 3 contain repetition of phrase “in me” directing the person addressed to what he should note about the speaker – creating thoughtful, reflective tone • He wants “thou” – the person to whom he speaks - to see that he will soon be gone and that this knowledge should intensive their love

35. Review & Release • Homework: Read and TPCASTT “Ozymandias” (in your poetry packet) and then dissect the given Prompt & complete the PIEE chart

36. Coming Soon… • Sync TV + Prompt & PIEE chart + Self-Assess • Multiple Choice (15 you do)?? • Ozymandias • Prompt & PIEE chart • Sync TV + Prompt & PIEE chart + Self-Assess • E Sonnet • Practice • Models – Self-Assess • Summative Poetry Timed Writing • Independent Inquiry Reading Time • Summative Models – Self-Assess • Independent Inquiry Novel Timed Writing

37. Review & Release + Start to review for your poetry assessment: • TPCASTT • What is the subject matter? • What is the (complex) attitude (tone) of the speaker towards the subject matter? • Is it complimentary or shifting? • How does the structure of the poem support the attitude? • Is there a volta? Where? How? • What is the conclusion? (couplet?) • How do other literary elements support this tone and meaning of the work as a whole (conclusion)? Imagery, figurative language, etc.? • Tone Word Bank (You have a handout!) • Literary/Poetry Terminology (You have a handout!) • How to Write a Statement of Theme (You have a handout!) • Introductory Paragraphs – Thesis Statements - PIE – Concluding Paragraphs (You have handouts!)

38. Coming Soon… • “Ozymandias” = StudySync TV? + Q&A + Prompt + PIE • Practice AP Prompt • Models & Self Assess + Review Prior Writing • Assessment

39. Hook, Housekeeping & Homework WEDNESDAY Have out your Independent Inquiry novel. AP PROMPTS: While you wait, look at the AP prompts from the past. Select 2 that you think you could respond to right now using the novel you are reading. Homework: Read your novel! + Review your poetry handouts; use this time to study terminology with which you are unfamiliar.