It's a.........Baby!

Nico Michels Kostechka was born on August 7 at 2:47 in the morning. He is healthy, adorable,and has incredible magical powers. See you this fall!

6-10/ 6-11 2010 Poetry publishing

Lesson:
We created our own poems in class today. If absent please write three poems in at least two of the styles listed below. There is lots of room for creativity.
Enjoy! Have fun! Write poems!

HMWK:
3 poems (2 different styles)
Classmate poem

Bio Poems

Examples:

Kate.....
tall, energetic, happy, intelligent
mother (daughter, friend, etc.) of Danny
who loves music, books and fresh air
who is afraid of clowns, spiders, and heights
who wants to see Latin America, the end of poverty and summer
resident of this moment
.....Thompson.



Caleb Dog-Bone
Energetic, studious, silly, optimistic
teacher of many
who loves knowledge, new ideas, and all four seasons
who is afraid of an empty house, reruns of Lost, and apathetic
citizens
who wants to see the future, the world, and smiling students
resident of room 536 and B8
… Kostechka

Line 1: your name/nickname

Line 2: four adjectives which describe you

Line 3: __ of __ (describing an important relationship you have like son of ___, daughter of ___ sister of ___ friend of ____, lover of ____)

Line 4: three things you love

Line 5: three things that scare you

Line 6: things you want to see

Line 7: a time or place you are in

Line 8: your last name 



_________________ .....(first names)
____________, ____________, _____________, ____________
____________ of ____________
who loves ____________, ____________ and ____________
who is afraid of ____________, ____________ and ____________
who wants to see ____________, ____________ and ____________
resident of ____________
..... ________________. (last name)


Noah
cheerful, willful, independent, kind
son of Gretchen and Cary
resident of Eugene
Who reads Where the Wild Things Are, Mr. Brown Can Moo, Green Eggs and Ham, and Go Dog Go
Who likes umbrellas, Mary Poppins, and They Might be Giants
Who loves his family, his friends, and his guitar
Who wishes he could fly, eat only crackers, not brush his teeth.
Who admires the big kids across the street, his teachers, and his Uncle Pete
Who needs naps in the afternoons, graham crackers at 5:30, and his tiger
Who aspires to be a rock musician, a rabbi, or a gymnast
Lieberman
(first name)
(four words that describe you)
Relative of (list three close family members)
Resident of (place where you live)
Who reads (four books)
Who likes (three things you like)
Who loves (three things you love)
Who wishes (three things)
Who admires (three people)
Who needs (three things you need)
Who aspires to (at least two aspirations)
(last name)

I’m mellow
Not a go lay in a sunny field
chewing a stick of gum mellow
Not mellow enough to give a bum
all my money
Not mellow enough to sit on an
ocean yacht and drink lemonade
But just a sit in the air-conditioned
living room watching reruns mellow
Mellow like a nothing do Saturday
morning
Mellow like watching your cork from
the banks of a cool country pond
A do what I want mellow that takes no effort or planning.

adapted from Jimmy O’Daniel’s poem, “Mellow”

Line 1: your mood
Line 2: an example of how your mood does not feel
Line 3: another example of how your mood does not feel
Line 4: a third example of how your mood does not feel
Line 5: another way of describing your mood
Line 6: an example of how your mood does feel
Line 7: another example of how your mood does feel
Line 8: a third example of how your mood does feel

(Need help finding a mood, see the list below!)


Metaphor Starter Poems

Examples

Belief is a doorway
Opening, Closing
Always thinking
You have the truth
But not really knowing
Children are shooting stars
Their love burning bright
Morning snuggles, evening kisses
Arms wrapped around you tight
And then the grow up
Pull away
Shining on their own Forgiveness is a bridge
From where I stand
All filled with rage
Mad at you but hurting myself
Only when I leave behind my anger
Can I come back to you


Choose one of the many metaphors from the list below or write your own.
Then use the metaphor as the starting line of a short poem.

Sleep is a stone
Belief is a doorway
Fear is cold water
Evening is a crooked highway
Parents are blankets
Friendship is a seesaw
Summer is a sleepy turtle
Amazement is a mirror
Jealousy is a razor
Dreams are hollow logs
Anger is a palace
People are windows
Loneliness is an empty streambed
Love is a fountain
Morning is a bridge
Anger is a rope
Fear is a hummingbird
War is an old car





Limericks

I raised a great hullabaloo
When I found a large mouse in my stew,
Said the waiter, “Don’t shout
And wave it about,
Or the rest will be wanting one, too!”
-anonymous

There was a Young Lady whose chin,
Resembled the point of a pin;
So she had it made sharp,
And purchased a harp,
And played several tunes with her chin.
-Edward Lear


There once was a fellow named Tim
Whose dad never taught him to swim.
He fell off a dock
and sunk like a rock.
And that was the end of him.

There was an old man with a beard
Who said, “It is just as I feared!-
Two Owls and Hen,
Four Larks and a Wren
Have all built their nests in my beard.”
-Edward Lear
There was an old man from Peru
Who dreamed he was eating his shoe.
He awoke in the night
with a terrible fright,
and found out that it was quite true.


Structure:
A limerick is a 5-line poem with a set format for rhythm and rhyme.

Rhyming Pattern:
When you write a limerick, make sure that it has the same AABBA rhyme pattern. The first, second, and fifth lines all rhyme and the third and fourth lines rhyme with each other.

Rhythm Pattern:
• The first, second, and fifth lines all have this rhythm pattern: da DUM da da DUM da da DUM (notice there are 3 DUMS or beats). Say, “There once was a fellow named Tim” out loud. Now say, “da DUM da da DUM da da DUM” out loud. Notice that both have the same rhythm.
• The third and fourth lines have a different rhythm pattern: da DUM da da DUM (notice there are 2 DUMS or beats). Say, “He fell off the dock” out loud. Now say “da DUM da da DUM” out loud. Notice that both have the same rhythm.
1. There was an old man from Peru, (A)
da DUM da da DUM da da DUM (3 DUMS)
2. who dreamed he was eating his shoe. (A)
da DUM da da DUM da da DUM (3 DUMS)
3. He awoke in the night (B)
da DUM da da DUM (2 DUMS)
4. with a terrible fright, (B)
da da DUM da da DUM (2 DUMS)
5. and found out that it was quite true. (A)
da DUM da da DUM da da DUM (3 DUMS)

Write your own…

Now try it yourself! if you need a template, you can use one of these, or try doing it on your own.

There once was a ________________ from _______________________ (A rhyme)
That ______________________________________________________ (A rhyme)
Each time it _____________________________________________ (B rhyme)
The ____________________________________________________ (B rhyme)
And _______________________________________________________ (A rhyme)



I once knew a __________________ from _______________________ (A rhyme)
Who ______________________________________________________ (A rhyme)
S/he ___________________________________________________ (B rhyme)
And ____________________________________________________ (B rhyme)
That __________________from ________________________________ (A rhyme)

Cinquains


Dalmatian
spotted, happy
running, barking, jumping
a wagging tail on the end
Fire Dog!
triangles
pointy edges
revolving, rotating, angling
Triangles are all different.
180°


Cats
fluffy fur
a rough tounge
cute as a button
purring

War
Sad, destructive
Killing, injuring, destroying
A thing that kills life.
Terminator

by Saud (last name unknown)
River
Clear, wonderful
Slapping, whirling, flowing
The river is cold.
Water

by Miki (last name unknown) Horned horse
Magical, real
chasing, nuzzling, prancing
Gateway to imagination
Uni

by Mr.K



Structure:
Line 1: A word for the title (two syllables)
Line 2: Two words to describe the title (four syllables)
Line 3: Three words to express action (six syllables)
Line 4: Four words to express feeling (eight syllables)
Line 5: The title again, or another word like it (two syllables)
title
describe title
action action action
feeling about the title
title



Diamante Poems
Studies
Unhappy, difficult
Boring, succeeding, sleeping
Library, pencil, card, outside
Interesting, exciting, failing
Happy, easy
Play
by Soo Young Love
Wonderful, beautiful
Caring, liking, thinking
Innocence, smile, tear, guilt
Fighting, violating, disgusting
Terrible, worst
Hatred
by Mooil

Dreams
Subconscious, imaginary
sleeping, wishing, thinking
fantasy, actuality, vision, genuine
being, seeing, knowing
authentic, factual
Reality
Winter
Frosty, Bright
Skiing, Snow Ball Fighting, Sledding
Icicles, Snowflakes, Vacation, Family
Swimming, Sun Tanning, Sweltering
Hot, Sunny
Summer

Structure:
The diamante poem is a seven-line poem in the shape of a diamond and compares two words, moving from one word to its opposite, like from winter to summer or work to play.

noun
describing describing
action action action
transition nounds or phrase
action action action
describing describing
noun Line 1: noun
Line 2: two adjectives
Line 3: three participles
Line 4: four nouns or phrases
Line 5: three participles indicating change
Line 6: two adjectives
Line 7: contrasting noun
Odes

Ode to My Socks
by Pablo Neruda
(Translation by Robert Bly)


Maru Mori brought me
a pair
of socks
which she knitted
herself
with her sheepherder’s
hands,
two socks as soft
as rabbits.
I slipped my feet
into them
as though into
to cases
knitted
with threads of
twilight
and goatskin.
Violent socks,
my feet were
two fish made
of wool,
two long sharks
sea-blue,
shot through
by one golden thread
two immense
blackbirds,
two cannons:
my feet were honored in this way
by
these
heavenly socks.
They were so handsome
for the first time
my feet seemed to me
unacceptable
like two decrepit
fireman, fireman
unworthy
of that woven
fire,
of those glowing
socks.
Nevertheless
I resisted
the sharp temptation
to save them
somewhere
as schoolboys
keep fireflies
as learned men
collect
sacred texts.
I resisted
the mad impulse
to put them
into a golden
cage
and each day give
them birdseed
and pieces of pink
melon.
Like explorers
in the jungle who hand
over the very rare
green deer
to the spit
and eat it
with remorse,
I stretched out
my feet
and pulled on
the magnificent
socks
and then my shoes.
The moral
of my ode is this:
beauty is twice
beauty
and what is good is
doubly
good
when it is a matter of
two socks
made of wool
in winter.





Ode To The Dandelions (or Why I Shouldn't Cut The Grass)
by Nancy Ness

The sun shines high: the rain's gone by.
It's Dandelion Day.
From fertile spawn my plush green lawn
Is mottled yellow spray.

The neighbors' round, all cutting down
Their blades and flowers gay -
Now green they've got, a common lot,
While mine's in vast array.

Why should I mow these lovelies low,
Defying Sunshine's ray?
To bring them down the sun might frown,
And turn blue sky to gray.

I'll let their seeds fallow new weeds
And mow another day.
Resplay they should, the neighborhood.
The Dandelions stay.


You try writing an ode….


Try copying the style of Pablo Neruda’s poem above. Think of your favorite article of clothing to write a poem about. Make a list or a web of the characteristics of this piece of clothing. Include all of the information in the sample web above and anything else you feel is important about it. Then select details that are especially striking. Use Neruda’s poem as a model.


Dactyls

A dactyl is a three-syllable word or phrase in which the first syllable is accented and the other two aren't, such as the word "cereal."
A dactyl poem generally has two stanzas. The first three lines of each stanza are 6 syllables long with the accent on the 1st and 4th syllables.
Dactyl poems are also often about people.

"History Lesson" by Allan Wolf

Higgledy-Piggledy
William the Conqueror
Ousted King Harold in
Ten Sixty-Six

Sacked Anglo-Saxons and,
Normanmaniacal,
Cut off their heads and dis-
Played them on sticks.
"Historical Reflections" by John Hollander

Higgledy, piggledy
Benjamin Harrison,
Twenty-third President,
Was, and as such,

Served between Clevelands, and
Save for this trivial
Idiosyncrasy,
Didn't do much.


Try recognizing the rhythm in these dactyls without the underlined syllables. Think of the first 3 lines in each stanza as a waltz tempo.
“Tact” by Paul Pascal

“Patty cake, patty cake,
Marcus Antonius,
What do you think of the
African queen?”

"Gubernatorial
Duties require my
Presence in Egypt. Ya
Know what I mean?”
“Brittany Spears” by Davida Chazan

Popity-Schlockity
music teen Brittany's
writing her memoirs in
spite of her age.

Thousands will snap them up
enthusiastically,
even if there's only
one word per page!


Now try writing your own dactyl poem!
Clerihews
information taken from GigglePoetry.com --Kenn Nesbitt Copyright © 2001, (http://www.gigglepoetry.com/poetryclass/clerihew.htm)
Sample below.
The enemy of Harry Potter
Was a scheming plotter.
I can't tell you what he's called; I'd be ashamed
To name "he who must not be named."
N'Sync
Stink.
Their music hurts my ears.
I much prefer Britney Spears.
My little schnauzer's name is Sparky;
Let me tell you, he is quite barky!
While his talking is quite persistent,
His loving nature is quite consistent.

One of my fourth grade teachers, Miss Dunn,
Loved to teach, run, and simply have fun.
She taught us to live by the Golden Rule,
So no one at school was ever a fool.
Edgar Allan Poe
Was passionately fond of roe.
He always liked to chew some
When writing anything gruesome.
There was a smart spider named Charlotte
Whose spinning made her a starlet.
An awesome pig named Wilbur she saved
Through her friendship, which was quite brave.

Clerihews have just a few simple rules:
1. They are four lines long.
2. The first and second lines rhyme with each other, and the third and fourth lines rhyme with each other.
3. The first line names a person, and the second line ends with something that rhymes with the name of the person.
4. A clerihew should be funny.

Now you try writing a clerihew.

5. Copying the Masters
Sometimes it helps to practice poetry by copying the feel of a famous poem. For example, read the William Carlos William poem below and see how I copied the style in my poem to the right.

This is Just to Say
by William Carlos Williams

I have eaten
the plums
that were in
the icebox

and which
you were probably
saving
for breakfast

Forgive me
they were delicious
so sweet
and so cold
This is Just to Say
by Caleb Kostechka
inspired by William Carlos Williams

I have watched
the episode
of Lost
on the television

I had recorded it
And you were probably
intending to watch it with me

Forgive me
it was late
and you were
already in bed


Below are some additional poems, good for imitating. You may also choose one from the books.

So much depends
upon
a red wheel
 barrow
glazed with rainwater
beside the white
 chickens.
-William Carlos Williams



I would not paint — a picture —
I'd rather be the One
Its bright impossibility
To dwell — delicious — on —
And wonder how the fingers feel
Who rare — celestial — stir —
Evokes so sweet a Torment —
Such sumptuous — Despair —

I would not talk, like Cornets —
I'd rather be the One
Raised softly to the Ceilings —
And out, and easy on —
Through Villages of Ether —
Myself endued Balloon
By but a lip of Metal —
The pier to my Pontoon —

Nor would I be a Poet —
It's finer — own the Ear —
Enamored — impotent — content —
The License to revere,
A privilege so awful
What would the Dower be,
Had I the Art to stun myself
With Bolts of Melody!

-Emily Dickinson
Fifteen

South of the bridge on Seventeenth

I found back of the willows one summer

day a motorcycle with engine running 

as it lay on its side, ticking over 

slowly in the high grass. I was fifteen.

I admired all that pulsing gleam, the

shiny flanks, the demure headlights

fringed where it lay; I led it gently

to the road, and stood with that 

companion, ready and friendly. I was fifteen.

We could find the end of a road, meet 

the sky on out Seventeenth. I thought about 

hills, and patting the handle got back a 

confident opinion. On the bridge we indulged 

a forward feeling, a tremble. I was fifteen.

Thinking, back farther in the grass I found 

the owner, just coming to, where he had flipped

over the rail. He had blood on his hand, was pale-

I helped him walk to his machine. He ran his hand 

over it, called me good man, roared away.
I stood there, fifteen.
--William Stafford


How do I love thee? Let me count the ways.
I love thee to the depth and breadth and height
My soul can reach, when feeling out of sight
For the ends of Being and ideal Grace.
I love thee to the level of everyday's
Most quiet need, by sun and candle-light.
I love thee freely, as men strive for Right;
I love thee purely, as they turn from Praise.
I love thee with a passion put to use
In my old griefs, and with my childhood's faith.
I love thee with a love I seemed to lose
With my lost saints, --- I love thee with the breath,
Smiles, tears, of all my life! --- and, if God choose,
I shall but love thee better after death.

-Elizabeth Barrett Browning
Where I’m From

I am from clothespins,
from Clorox and carbon-tetrachloride.
I am from the dirt under the back porch.
(Black, glistening
it tasted like beets.)
I am from the forsythia bush,
the Dutch elm
whose long gone limbs I remember
as if they were my own.
I am from fudge and eyeglasses,
from Imogene and Alafair.
I'm from the know-it-alls
and the pass-it-ons,
from perk up and pipe down.
I'm from He restoreth my soul
with cottonball lamb
and ten verses I can say myself.
I'm from Artemus and Billie's Branch,
fried corn and strong coffee.
From the finger my grandfather lost
to the auger
the eye my father shut to keep his sight.
Under my bed was a dress box
spilling old pictures.
a sift of lost faces
to drift beneath my dreams.
I am from those moments --
snapped before I budded --
leaf-fall from the family tree.
- George Ella Lyon

6-8/ 6-9 2010 Poetry Cafe

Lesson:
We had our poetry cafe. It was really fun!
If absent you will be performing next class.

HMWK:
Classmate poem (if you don't know who you have to write a poem for, email me)

6-2/6-3 Poetry Test and practice for the big day

Lesson:
We had a test on poetic terms and analysis
If absent, make sure you schedule a time to make it up.
We then rehearsed our pieces for the Poetry Cafe.
The cafe is on June 8th at South and June 9th at Sheldon.

HMWK:
Practice your poem (memorize)

5-28/6-1 2010 Peer editing and Practicing

Lesson:
We had students peer edit our poem analysis paragraphs.
* Reminders
No “wrong” answers (just more and less likely – given the evidence)
Form and sound can simply help emphasize the meaning
Don’t look for “secret messages” – just notice how if things would be different, how the poem would be different

We then rehearsed our poems with a peer coach for tone.

Finally we practiced analyzing a poem for the poetry final next class. You can find the poem below and some sample questions for analysis.

“Corner” by Ralph Pomeroy
Directions: Underline all examples of similes, metaphors and personification and label them.

The cop slumps alertly at his motorcycle,
supported by one leg like a leather stork.
His glance accuses me of loitering*.
I can see his eyes moving like a fish
in the green depths of his green goggles.

His ease is fake. I can tell.
My ease is fake. And he can tell.
The fingers armoured by his gloves
Splay* and clench, itching to change something.
As if he were my enemy or my death,
I just stand there watching.

I spit out my gum which has gone stale.
I knock out my new cigarette --
Which is my bravery.
It is all imperceptible*:
The way I shift my weight,
The way he creaks in the saddle.

The traffic is specific though constant.
The sun surrounds me, divides the street between us.
His crash helmet is whiter in the shade.
It is like a bullring as they say it is just before the fighting.
I cannot back down. I am there.

Everything holds me back.
I am in danger of disappearing into the sunny dust,
My levis bake and my T-shirt sweats.

My cigarette makes my eyes burn.
But I don't dare drop it.

Who made him my enemy?
Prince of coolness. King of fear.
Why do I lean here waiting?
Why does he lounge there watching?

I am becoming sunlight.
My hair is on fire. My boots run like tar.
I am hung-up by the bright air.

Something breaks through all of a sudden.
And he blasts off, quick as a craver,
Snug in his power; watching me watch.

* loitering (v): moving around or waiting suspiciously in a public place
*splay (v): to spread out, expand, or extend
* imperceptible (adj): Impossible or difficult to see or sense





Analysis Questions for “Corner”

1. Copy two lines from the poem that are examples of metaphors.




2. Identify each metaphor.
a. Metaphor 1: ______________________I_______________________

b. Metaphor 1: ______________________I_______________________

3. Copy two lines from the poem that are examples of similes.



4. Identify each simile.
a. Simile 1: ______________________I_______________________

b. Simile 2: ______________________I_______________________

5. Copy two lines from the poem that are examples of personification.



6. Why do you think the author compares the cop’s eyes to a fish’s eyes?




7. Why does he compare his cigarette to “bravery?”





8. Why do you think the speaker stays in the heat of the sun rather than moving into the shade?





9. How would you answer the speaker’s question, “Who made him my enemy?”





HMWK:
Study for final poetry test
Practice poem (memorize)
Poetry cafe is June 8th and 9th

5-26/27 2010 Tone

Lesson:
We traded our chosen poem with a classmate and had them analyze it and rate it for difficulty.
We looked at how to read a poem with appropriate tone. If absent please visit this following links to get some ideas about tone. Listen to numbers: 1, 2, 21, 28, and 30.
http://www.poetryoutloud.org/poems/audiocd.html

HMWK:
Mark up your poem for tone. Bring the marked up version to class next time along with your paragraph analyzing your poem
Practice reading your poem (begin memorizing)

5-24/25 2010 Poem-splosion!

Lesson:
We had our two marked up poems stamped.
We spent the entire class ingesting poems trying to find the perfect poem to share with our classmates.

HMWK:
Type two analysis paragraphs for your two top poems. Bring them next time with your marked up copies of these poems.

5-14/17 2010 Practice Practice Practice.....

Lesson:
We emphasized the important aspects of choral reading. See the choral reading sheet on the assignments page to see the rubric and how you will be graded.

We then practiced with our groups for the remainder of class.

HMWK:
Choral Reading practice. Performance next class.
Group analysis due next class!

5-11/12 2010 Speaking!

Lesson:
We practiced strategies for dramatic reading. Here are the basics:

Take Risks
Have a sense of humor
Be helpful (critique-don’t criticize)
Be willing to take critiques
Be respectful and sensitive of other peoples fears, concerns, and time.
Listen!
Practice

We then divided into groups for a choral reading. You can see your group and the poems for your group on the assignments page.

Homework:
Read your poem and analyze it.
Complete the performance history on the assignments page.

4-7/4-10 Poetry analysis continued

Lesson:
We went over Soweto Road as a class.
We then analyzed 3 poems in groups as a class. If you were absent, use poetry buddy to analyze the following poem.
HINT! It is about SOuth Africa!:

Motho Ke Motho Ka Batho Babang
(A Person Is a Person Because of Other People)

By holding my mirror out of the window I see
Clear to the end of the passage.
There’s a person down there,
A prisoner polishing a doorhandle.
In the mirror, I see him see
My face in the mirror,
I see the fingertips of his free hand
Bunch together, as if to make
An object the size of a badge
Which travels up to his forehead
The place of an imaginary cap.
(This means: A warder)
Two fingers extend in a vee
And wiggle like two antennae.
(He’s being watched.)
A finger of his free hand makes a watch-hand’s arc
On the wrist of his polishing arm without
Disrupting the slow-slow rhythm of his work
(Later, Maybe, later we can speak)
Hey, Wat maak jy daar?
-a voice around the corner.
No, just polishing baas.
He turns back to me, now watch
His free hand, the talkative one,
Slips quietly behind
--Strength brother, it says,
In my mirror,
A black fist




HMKW:
Final South Africa Project due next class

5-5/5-6 2010 Poetry continued!

Lesson:
Today we turned in our train poems.
We practiced analyzing two poems in class. If you are not comfortable with analyzing poetry, you should come in during projects or another time to work with me on analyzing your first one. It can be a little tricky.

We practiced first with this poem by William Carlos Williams:

The Red Wheelbarrow

So much depends
Upon

The red wheel
Barrow

Glazed with rain
Water

Beside the white
Chickens

The basics to analyzing this are:
1. Read the poem once, then re-read it marking it up by highlighting, labeling, making marginal notes on: sound, form, meaning. Color-coding and making a key may be helpful.

2. Finally, make a conclusion about what the poem’s message seems to be. (Relax: there is not one “correct” meaning as long as you can give support from the poem that would be convincing and intriguing to reasonable people.)

3. Analyze this poem using the methods we talked about in class. Begin with your conclusion about the main message. Support this argument with examples you found.

Can you try analyzing "The Red Wheelbarrow". HINT! Don't go too deep. It is not a poem about South Africa.

If you think you got that one try this one from a South African writer, who wrote this during Apartheid. HINT! It is about South Africa!:
In the s*** house a shotgun
Praying hands hold me down
Only the hunter was hunted
In this tin can town
Tin can town
No stars in the black night
Looks like the sky fell down
No sun in the daylight
Looks like it's chained to the ground
Chained to the ground
The warden said:
"The exit is sold.
If you want a way out,
Silver and gold."

Broken back to the ceiling
Broken nose to the floor
I scream at the silence, it's crawling
It crawls under the door
There's a rope around my neck
And there's a trigger in your gun
Jesus say something
I am someone, I am someone
I am someone
Captain and kings
In the ships hold
They came to collect
Silver and gold
Silver and gold

Seen the coming and the going
Seen them captains and the kings
See them navy blue uniforms
See them bright and shiny things
Bright shiny things

The temperature is rising
The fever white hot
Mister, I ain't got nothing
But it's more than you got

Chains no longer bind me
Not the shackles at my feet
Outside are the prisoners
Inside the free
Set them free
Set them free

A prize fighter in a corner is told
Hit where it hurts
Silver and gold

If you were absent, try analyzing both of these poems at home. Bring in your analysis to see if you are on the right track.

HMWK:
Our homework was to analyze the poem "Soweto Road". It can be found, with instructions, on the assignments page.

5-3/5-4 2010 Poetry Unleashed!

Lesson:
We took a poetry pre-assessment. Make sure to pick one up next class. We went over poetic terms. If absent , please look up the following terms and find the definition and one example of each:
Alliteration
Assonance
Rhyme
Verse
Stanza
Meter
Rhyme scheme
Simile
Metaphor
Tone
Rhythm
Onomatopoeia
Figurative Language
Symbol
Personification

Look up trains and South Africa on the internet. Follow the directions for the train poem on the "assignments" page.
HMWK:
Train poem (see assignments page)

4-30 2010 Sarafina- Poetry

Lesson:
We finished Sarafina.
We began looking at poetry.

HMWK:
Sarafina Reflection
Final South Africa Project due (May 11/May 12)
This I Believe recording due next class

10-29 2010 Library/ Sarafina

Lesson:
We went to a skills session in the library to use the library's search engines for Projects.
We finished the movie Sarafina. If absent, please be sure to watch the film and complete the viewing guide.
HMWK:
Sarafina viewing guide
Final Project due May 11
This I believe recording due May 3

4-27/ 4-28 2010 Sarafina!

Lesson:
We viewed the film Sarafina!
If absent, please rent the movie and answer the questions on the study guide below:

South Africa: Global Literature Name: ____________________
Sarafina!
A. Please identify the following quotes. Who said them and what do they reveal about the movie’s themes?

1. “I’d rather die like him than live like you.”

Spoken by _______________ to __________________.
What does this say about the theme?




2. See what they’ve done Nelson? They’ve filled me with hate...but not enough. I have to be so full of hate, there’s no room for anything else.”

Spoken by ______________ to __________________.
What does this say about the theme?




B. Critical Thinking:

1. What is the message of Sarafina? Support your answer with specific examples from the movie.






2. What would you have done if you had been in Sarafina’s position?







3. One of the central questions in the movie Sarafina is whether violence was necessary in the fight to end Apartheid in South Africa. What do you think? Does the fact that the government/police used violence influence your opinion? How far would you go to defend your human rights?



HMWK:
Work on your final South Africa project

4-23/ 4-26 2010 TRC

Lesson:
We discussed the Truth and Reconciliation process and discussed whether or not this was, in fact, justice.
If you were absent please read these two websites and then fill out the sheet on the assignments age labeled "Truth and Reconciliation"

Read these two websites first:
http://www.peaceworkmagazine.org/pwork/0599/0515.htm
http://news.bbc.co.uk/2/hi/special_report/1998/10/98/truth_and_reconciliation/203134.stm


HMWK:
TRC Worksheet (see assignments page)
Final SOuth Africa Project due 5-4 Sheldon/ 5-5 South

4-21/ 4-22 This We Believe

Lesson:

We discussed our own belief systems and how they are formed. We brainstormed topics for a personal essay about our beliefs based on the NPR program "This I Believe". If absent, please go to npr.org and listen to 2 essays from the "This I believe" program. It can be found at this link:
http://www.npr.org/templates/story/story.php?storyId=4538138

ONce you get the idea of these, try it yourself. The assignment can be found on the "Assignments" link.

HOMEWORK:
"This I Believe" rough draft due next class typed.
Work on final project

4-15- 2010 SHELDON ONLY: "The Moment Before the Gun went Off"

Lesson:
We worked on the story "The Moment Before the Gun Went Off" by Nadine Gordimer in class.
We went over the final project guidelines.
HWMK:
Begin working on the final project
"The Moment Before the Gun Went Off" questions (found on the assignments page

4-13/ 4-14 Two Voice Poem performances

Lesson:
We performed our poems. If absent, be prepared to perform next class. Also, answer the following questions about the story:

1. Think back to the last time you stood up for someone who was teased. Was it hard to do this? Why? Were there any consequences?

2. Why might the author have chosen a “mad/man woman” as the target of this story? Why does the author wait until the end to reveal that the woman is black?

3. What does this story tell us about:
How prejudice is passed on from one generation to the next.
The role of the bystander in passing on prejudice.
The motivation of the girls.

We then went over the final project. You can read about it on-line on the assignments page.

HMWK:
Brainstorm 5 ideas for your final project

4-9/ 4-12 Once Upon A Time

Lesson:
We took our vocab test.
If absent, make sure you make this test up soon!
We read the story "Once Upon a Time" by Nadine Gordimer.
If absent, email me and I can send you the story as an attachment. Then answer the questions found on the assignments page.
HMWK:
Read "Only A". If absent, email me and I will send you the story as a .pdf
Create a 2 voice poem (found on the assignments page)

4-7/4-8 2010 Tell Freedom

Lesson:
We read the story "Tell Freedom" in class.

If absent, pick up the reading from the teacher and answer the following questions.

Q: Power/ what methods do people use to keep people subservient?
Q: Discuss the tension between Uncle Sam and Aunt Liza
Q: Uncle Sam says: “One day…” What does he mean? Why is he waiting? What are the consequences of rebellion for Uncle Sam? Would you have made the same decision about when to stand up for yourself?
Q: Who is the strongest character in the story?
Q: What is the author telling us about life in South Africa?


Your homework will be to read this story and answer these questions.

HMWK:
Study for Vocab Test next class

4-5/ 4-6 2010 1950s Protest Poetry---Finish Amandla

Lesson:
We reviewed the history of South Africa
We did a class activity involving 1950s South African Poetry (if you're absent you can find it on the assignments page).
We finished the movie Amandla

HMWK:
Protest poetry (please note that the assignment is slightly different from the assignment I gave at South. If you were absent either get this assignment from a friend or find it on the assignments page)

4-2 Africa Celebration at the Wheeler Pavillion

THIS IS BEING POSTED EARLY SO MAKE SURE YOU ARE DOING MAKE UP WORK FOR THE CORRECT DAY!!!
Africa Celebration

If you were gone today, you missed out. Wipe that frown off. It will be OK, but you need to do some work to make up for this. To get credit for the day you need to do 2 of the following 3 activities:

1. Interview a student who went to the celebration. Sample questions may include: What was the best part about the celebration? How did the Model African Union voting turn out? What was the most interesting booth at the conference?
(1 page minimum, typed).

2. Visit Swahili Imports at the 5th Street Market. Describe the most interesting things there. Talk with someone who works there and learn at least three new things about African art or culture. (1 page minimum, typed)

3. Find African music on-line. Find at least three different artists. Name the groups you heard. Give a short bio and description of the music. What did you like? What wasn’t your favorite? If possible, what’s the story behind this music?
Some cool websites to check out are:
http://bennloxo.com/
http://www.naijajams.com/
http://soundroots.org/

(1 page minimum, typed)

3-31/ 4-1 Amandla!

Lesson:
We viewed the movie Amandla! If absent, please see me to set up a time when you can watch what you missed.

HMWK:
Apartheid History Packet #2 due next class
South Africa Vocab Day 3 and 4

3-19/ 3-30 2010 Kaffir Boy

Lesson:
Discussed our personal reflections. If absent, answer the following questions:
Q: How can people use fear?
Q: How is fear used to control people?
Q: Can you have courage without fear?
Q: Can you blame Black South Africans for their circumstance?
Q: What is true courage?
Q: When was a time when you felt you had courage?

HMWK:
Complete the Apartheid History Packet #2 (You will need to get this form me in class)
Answer the questions found on the assignments page

3-17/3-18 2010 Intro to South Africa

Lesson:
We introduced the South Africa Unit.
If you were absent, please pick up the Kaffir Boy packet from the back of the classroom tomorrow. Answer the questions on the study guide. To get credit for the class activity, pick up the extra reading from the classroom (this can be found also at the website: http://www.sahistory.org.za/pages/specialprojects/apartheid-and-resistance/background.htm).
Write a page explaining what apartheid was in South Africa and how it was able to keep going for such a long time.

HMWK:
Kaffir Boy Packet (sorry I don't have an electronic copy)
Study Guide (Found on the assignments page on the last page)

3-15/ 3-16 2010 FInal Kenya Discussions

Lesson:
We read "The Martyr" and answered questions in class.
We then concluded our Kenya unit by watching some excerpts of a Kenya GLobetrekker.

HMWK:
Read South Africa Background and complete study questions (need to get these from teacher)

3-11/ 3-12 2010 Mau Mau/ "The Martyr"

Lesson:
Today we answered these questions. If absent, turn these in next class answered:

Kenya Final Discussion
1. Why does Robert Edgerton, the author of Mau Mau: An African Crucible, argue that the Mau Mau movement, an epic battle of sacrifice, cruelty, and courage, should be remembered not just in Kenya or in Africa—but as a lesson for us all? What is the lesson? How can this lesson be applied to our world today? Use specific examples from the world today to apply these lessons.

2. In what ways are the lives of Mrs. Hill and Njoroge similar? In what ways does Ngugi show the “human” sides of both characters?

3. How do Ngugi and Harry Hook, the director of The Kitchen Toto, incorporate cultural lens into the two stories?

4. Take these stories to a modern context. What are three themes you see in The Kitchen Toto and/or The Martyr. Remember, a theme is a universal message the author is expressing. Use examples to back your opinion of the author’s message.


Choose one of the following to answer as a group
5A. Make an argument from the point of view of Mrs. Hill regarding why she should have fired the shot. Extra credit if you have a thesis, assertions, and support from the story.

5B. Make an argument from the point of view of Njoroge that he should have warned Mrs. Hill or make an argument that he should not have warned her. Extra credit if you have a thesis, assertions, and support from the story.

HMWK:
Letter to Mr.K (See assignments blog)

3-9/3-10 2010 Kitchen Toto

Lesson:
We turned in our River Between papers
We finished the film The Kitchen Toto

HMWK: Nothing
Get late work from Kenya in before the mid-quarter check

3-6/3-8 2010 Rough Drafts, Peer Edits, Start Kitchen Toto

Lesson:
We edited sample Night Paper in class.
We peer edited our essays. If absent, have a friend or parent edit our essay using the checklist on the assignments page.
We began the movie The Kitchen Toto.

HMWK:
Final Draft of The River Between Essay

Projects: Rough Draft due Friday, March 12

3-1/ 3-2 2010 River Between Outlines

Lesson:
Today we worked on coming up with a thesis and assertions for The River Between that have tension.

HMWK:
Create an outline for the River Between based on either the four themes you discovered or answering one of the four questions from the Kenya reading packet.

2-25/ 2-26 2010 Final River Between Discussion

Lesson:
We took the vocab test
We completed the group final discussion (if absent, please make this up on your own. You can find it on the assignments page).

HMWK:
Read the Kenya articles form magazines (you will need to get these from me if you were absent)
Complete the questions assignment related to these articles (this can be found on the assignments page)

2-23/24 2010 Pen pals, vocab, and figurative language...oh my!

Lesson:
We took a quiz (if absent, come in to make it up)
We went over the self made study guides
We practiced allusions, metaphors, similes, and personification
We then were assigned pen pals. If absent, email me and I will assign you a pen pal as well as an email for epals.com
The pen pals assignment can be found on-line.
We then reviewed vocab and created Utenzi poems with vocab for extra credit (This can be found on the assignments page).

HMWK:
Finish the book
FInd four themes in this book. List them in complete sentences and explain why they are themes in a paragraph for each.
Study for the vocab test next class
Write your penpal using the directions on the assignments page: due Monday (south)/ Tuesday (sheldon)

2-19/ 2-22 2010 Golden Lines!

Lesson:
We went over allusions, imagery, and figurative language in class.
If absent, write a definition for similes, metaphors, symbols, personification, and allusions.
Then, find an example of each of these in the River Between.
If you were absent, also complete the Golden Lines activity on the assignments sheet.

Homework: Read pgs 84-116
Complete the "Create your own study guide" assignment on the assignments page.

2-17/18 2010 FGC and Feminism

Lesson:
We took a quiz on the last reading and went over the study guide

This lesson covered Female Genital Cutting (FGC) or Female Circumcision
We discussed this human rights issue as it related to Muthoni's initiation in the River Between. Please see me when you return for the information that we covered. If you want to research this on your own we answered the following questions in class. We then discussed what our role is as educated citizens regarding this topic.
Some websites that will be helpful in your research include:
http://www.tostan.org/index.htm
http://www.fgmnetwork.org/index.php

What is female circumcision?
Where is it practiced?
Why is it practiced?
What are the dangers?
Who performs it?
Why is it difficult to stop?
How, if at all, should other countries be involved with stopping this initiation?
What complications arise from trying to stop this practice?

Homework:
Read pages 58-83
Study Guide #3
Quiz next class
For extra credit: Write a letter to Tostan thanking them for the work they are doing.

2-12/2-16 2010 Initiation and Adulthood

Lesson:
Quiz #1 (If you were absent make sure you take it when you return)
If you were absent answer the following questions and turn it in next class:
What does foreshadowing mean?
What happened to all of the great men from Kameno?
What is so frightening about Waiyaki’s second birth?
Why does this happen? What is the author doing? What does Waiyaki find out later that might explain this?
What is a prophecy?
Self-fulfilling prophecy?
What do you think about Chege’s prophecy?

What does it mean to be a child?
What does it mean to be an adult?
At what age or event does this happen? Would your parents agree?
How has this age changed throughout time (example middle ages you were an adult when you were 12)?
Teenager is a relatively new concept? How do you think it came to be?
What are some pros and cons of this “teenager” process?

Would you like to see society adopt a clearer event or ceremony to transition young adults into adulthood?
What kind of transition would you prefer?
What would it look like specifically?
What challenges would this initiation address?

HMWK:
Read pgs: 23-57
Study guide #2 (found on the assignments page)
Quiz next class

2-10/ 11 2010 The River Between Cast Party!

Lesson:
We had our cast party and met the characters from our book over some tasty snacks
We filled out a family tree of the characters. If you missed this class, go to the assignments page and read the excerpt about each character at the party. Take notes on each character. Next class, get a character chart from me and fill it out.
Also, if absent, check out the book from the textbook window before next class.

Homework:
Read pgs 1-22
Study guide #1 (SEE ASSIGNMENTS PAGE)
Quiz on the reading next class

2-8/2-9 2010 Facing Mount Kenya- Gikuyu Background continued

Lesson:




Lesson:
We read and discussed "Facing Mount Kenya" in class.
Pick up a copy of "Facing Mount Kenya" and a worksheet from class if you were absent. It is not available on-line.

Homework:
Kenya Vocab Day 3 and 4
Finish Facing Mount Kenya Worksheet (need to pickup in class. See me BEFORE class if you are absent.
After break we will be having a cast party on the day we return to class. If you were absent choose one of these characters and click on their Character sheet on the assignment page. Follow the directions on the sheet. You must have at least a nametag and your character info memorized to get credit. In addition, bring in a photo of a famous actor who might play your character in a Hollywood production of our novel. Extra credit will be awarded to those who dress as their character. See the above photos for some character ideas.

2-4/2-5 2010 Kikuyu Background

Lesson:
If you missed class today go to:
http://www.bluegecko.org/kenya/

Click on the tribe link and click on the Kikuyu label on the map. Read the "introduction" and the "history-origins" link. It will also be very helpful to get a copy of notes from a student in class next time.

Answer the following questions:
1. Who are the Kikuyu?
2. How did the Kikuyu come into existence according to the creation story of the Kikuyu?
3. What did the Kikuyu do to support themselves before European contact?


Homework:
Study Vocab Day 1 and 2
Judgment Tales (found on the assignments page)

2-2-/ 2-3 2010 Kenya!

Lesson:

.

We talked about how we form our ideas of the world. We talked about how Europeans and Africans formed their view of one another. If you were absent, go to teaching tolerance's website: http://www.tolerance.org/hidden_bias/index.html

Complete the hidden bias activity and the follow up activity. Then write a reflection that deals with the activity. Turn these in next time.

HMWK: Kenay Vocab Day 1 and 2 (on the assignments page)

Night Gallery 2-1-2010: Sheldon Campus

Night Gallery 2-1-2010: Sheldon Campus

Night Gallery 2-1-2010: Sheldon Campus

Night Gallery 2-1-2010: Sheldon Campus

Night Gallery 2-1-2010: Sheldon Campus