poetry in motion - pennsylvania state university in... · web viewnow i lay me down to sleep with...

Poetry in Motion!

Name: ___________________________________ Period___________

It’s one of the best times in 7th grade! It’s time to be creative! During the next 3 weeks, we will be learning about the many different types of poetry, exploring meanings, writing

our own, and creating poetry in motion! The attached calendar displays all due dates and activities planned so make sure you ask questions!

This unit will contain 100 points. Make sure you pay attention to deadlines and directions in order to achieve the best grade you can!

Points will be deducted for late work!

Unit Break Down:

4 Homework Poems 20 pts. (5 each)1 Project Proposal 5 pts.1 I-Movie Project 50 pts.Oral Interpretation 10 pts.Take Home Quiz 15 pts.

Be creative! Have fun!And show us what you can do!

We will be writing and reading poems throughout the unit. Creative poems will then be assigned for homework.

We will work in groups to create a proposal and i-movie that will be a visual interpretation of a poem of the group’s choice.

We will choose our favorite poems and orally present them to the class.

We will complete a take home quiz.

Student Grading Sheet

Name: __________________________

Period: __________________________

Homework Poem 1 _____ / 5




Group Proposal _____ / 5

Group I-Movie _____ / 50

Oral Interpretations _____ / 10

Take Home Quiz _____ / 15

Total: _______/100

Comments: ________________________________

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Student Grading Sheet

Name: __________________________

Period: __________________________





Group Proposal _____ / 5

Group I-Movie _____ / 50

Oral Interpretations _____ / 10

Take Home Quiz _____ / 15

Total: _______/100

Comments: ________________________________

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Homework Rubric

Name: __________________________

Period: __________

Did I follow directions 0 1 2

Did I do my best? 0 1 2

Is my assignment on time? 0 1

Total ___/ 5

Homework Rubric

Name: __________________________

Period: __________




Total ___/ 5

Homework Rubric

Name: __________________________

Period: __________




Total ___/ 5

Homework Rubric

Name: __________________________

Period: __________




Total ___/ 5

Homework Rubric

Name: __________________________

Period: __________




Total ___/ 5

Homework Rubric

Name: __________________________

Period: __________




Total ___/ 5

Lights, Camera, Action…You’re the Director!

Name: ______________________________

Period: _______________

This project is worth a total of 55 points towards your final poetry unit grade!5 points – Group Proposal and 50 points – I-Movie Project

Directions: In pairs, your partner and you will use research materials to locate a poem that has special meaning to both of you or one that you both just really enjoyed reading.

After selecting a poem, you and your partner will create an i-movie using the laptops that visually explains your poem. For example, if you find a poem that deals with shooting a basketball, you will want to create a movie that shows someone preparing to play, stepping up to the line, dribbling the ball, shooting, etc, all while you hear the poem in the background.

There are no limits to where your creativity can go, as long as we can understand your interpretation of the poem. You will have multiple class periods to find a poem, gather, shoot and record your audio and video components, and develop your movie.

Requirements: You must:1. Develop a proposal that includes (5 points): - the names of you and your partner - 1 copy of the poem your group chose - an explanation of your action plan (what’s your movie going to be like)

DUE ON THURSDAY, APRIL 5, 2007!

2. Create an I-movie that includes (50 points): - a title screen introducing your poem, its author, and your names - the poem audibly recorded with a minimum of 10 lines. - video and still images that reflect your group’s interpretation(s) - closing credits DUE ON WEDNESDAY, APRIL 11, 2007!

You will most likely need to adjust the speed of the poem (audio) in order to accomplish the goals of the poem (video). Please keep in mind we will let you know if your poem doesn’t fit the activity. So poems might be too short or too long.

Aim to keep your video between 2-3 minutes from start to finish!Questions ------???? ------ASK -------!!!!!!

I-MOVIE Rubric

Names: __________________________ Period: __________________________

__________________________

The poem visually and audibly represents an interpretation of the poem.

________ / 10

The poem/movie meets required length guidelines.(Minimum word count, length)

________ / 5

We used: audio in our movie video in our movie. still images in our movie

________ / 5 ________ / 5 ________ / 5

The movie’s audio and video match up, look organized and make sense.

________ / 10

The movie has both opening title screens and closing credits.

________ / 5

Our group used our time wisely, worked efficiently, and finished on time.

________ / 5

Group Proposal ________ / 5

Total: ________/ 55

Comments: ______________________________________________________________________

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Say it, drop it, slam it, yell it…just bring it!

Name: ______________________________

Period: _______________

This activity is worth a total of 10 points towards your final poetry unit grade!

Directions: During this unit, you have written at least 4 poems and read many others. This activity will allow you to share your favorites by presenting them to the class.

Oral Interpretation is a dramatic art that is also commonly called "interpretive reading" or "dramatic reading." Your goal is to select a poem that has great meaning to you. It can be from another author or one of your own. You will present it to the class by “dramatically reading” it. Add in your own style. Show us your expression!

There are no limits to where your creativity can go, as long as you display your interpretation of the poem you choose.

Requirements: You must:1. Dramatically read and perform the poem to the class.

- The poem you perform must be at least 10 lines.

2. Give a brief explanation about why you chose the poem you did. - What you liked about the poem. - Why you chose the poem. - Why you “performed” the poem the way you did. - Etc.

BE PREPARED TO PRESENT ON FRIDAY, APRIL 13, 2007!

Questions ------???? ------ASK -------!!!!!!

Oral Interpretation Grading Sheet

Name: __________________________

Period: __________________________

Poem:________________________________

________________________________

Presented 1 poem:

0 2

Dramatic Presentation of poems:

0 1 2 3 4

Explanation of choices:

0 1 2 3 4

Total: _______/10

Comments: ________________________________

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Oral Interpretation Grading Sheet

Name: __________________________

Period: __________________________

Poem:________________________________

________________________________

Presented 1 poem:

0 2

Dramatic Presentation of poems:

0 1 2 3 4

Explanation of choices:

0 1 2 3 4

Total: _______/10

Comments: ________________________________

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Poetry Unit – Assignment 1Name: _______________________________________________ Period: _________________

Limericks

Learn:A limerick is a poem with 5 lines with strict meter. The first line usually introduces

a character and place. They traditionally end with a place. Some may use alliteration

and assonance. Lines 1, 2, and 5 usually contain 7-10 syllables. Lines 3 and 4 contain

5-7 syllables. The Rhyme Scheme is a-a-b-b-a

Define:

Meter: ______________________________________________________________

Assonance: ____________________________________________________________

Some ships in distress cannot live on the sea.

Practice: Organize your thoughts for writing:

1. Think of a person

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2. Think of a description of that person, or a place where they might be

found:

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3. Think of a situation for that person to handle:

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4. Think of an outcome for that situation (might include a place)

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There was an Old Man with a beard,Who said, 'It is just as I feared!Two Owls and a Hen,Four Larks and a Wren,Have all built their nests in my beard!'

There was a Young Lady whose eyes, Were unique as to colour and size; When she opened them wide, People all turned aside, And started away in surprise.

Limericks by Edward Lear

There was a Young Lady of Portugal,Whose ideas were excessively nautical:She climbed up a tree,To examine the sea,But declared she would never leave Portugal.

There was an Old Person of Basing,Whose presence of mind was amazing;He purchased a steed,Which he rode at full speed,And escaped from the people of Basing.

There was an Old Person of Cadiz,Who was always polite to all ladies;But in handing his daughter,He fell into the water,

Which drowned that Old Person of Cadiz.

The was a Young Lady of Bute,Who played on a silver-gilt flute;She played several jigs,To her uncle's white pigs,That amusing Young Lady of Bute.

Limericks by young students

There was a small boy from MaineWho couldn’t remember his name.His friends thought him dumbWhen he sucked on his thumbSo he left town on a train.

by Luis (9) and Lezly (9)

There was an old man from SpainWho liked to fight bulls in the rainBut one day he fell

And no one could tellThat he was in very bad pain.

by Javier (9) and Steven (9)

There was an old woman from MaineWho liked to drive cars in the rainBut one day she crashedWhich made a big splashAnd then she was hit by a train.

by Ismael (9) and Edgar D. (10)

There was a small boy from our schoolWho really thought himself cool.The girls thought him greatAnd a rather nice dateBut we think that he was a fool.

by Jesse (10) and Christopher (9)

Homework 1Date: __________________5 Points

Your assignment is to create 2 limericks

Requirements:1. Must follow limerick rhyme scheme: a-a-b-b-a

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Lyric Poetry

Learn:

Lyric poetry is a little different than regular poetry. Rather than telling a story, the

poet attempts to talk directly to the reader; it can be very personal. Sometimes there

are specific characters or actions, but mostly ideas, feelings, perceptions, etc. Very

often the poems are written in a very rhythmic, “singable” way.

Themes of lyric poetry often include love, nature, and state of mind. Common

constructions of lyric poetry include rhyme and alliteration.

Rhyme: repetition of identical or similar sounds at the end of two or more different words:

tree, knee ; stop, top ; blow; river, shiver

Alliteration: the repetition of words with the same first letter: The tree bowed beautifully to the bright, blissful bay.

Some famous lyric poets include: Geoffrey Chaucer Dante Alighieri William Shakespeare

Emily Dickinson E.A. Poe William Blake

Practice:1. Create 5 pairs of rhyming words

2. Create 2 sentences using alliteration.

The Tiger Asks Blake For A Bedtime Story

By William Blake

William, William, writing late

by the chill and sooty grate,

what immortal story can

make your tiger roar again?

When I sent to fetch your meat

I confess that I did eat

half the roast and all the bread.

He will never know, I said.

When I was sent to fetch your

drink, I confess that I did thin you

would never miss the three lumps

of sugar by your tea.

Soon I saw my health decline

and I knew the fault was mine.

Only William Blake can tell

tales to make a tiger well.

Now I lay me down to sleep

with bear and rabbit, bird and

sheep.

If I should dream before I wake,

may I dream of William Blake.


Your assignment is to create a lyric poem with a minimum of 8-10 lines.

Requirements:1. Must include an example of alliteration2. Must include multiple examples of rhyme

Remember to base your poem around personal ideas, feelings, perceptions, love, nature, state of mind, etc.

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Haiku

Learn:Haiku is a very popular form of Japanese poetry. Traditional Haiku take on the

form of 5 syllables on the first line, 7 syllables on the second line, and 5 on the third.

Similar to lyrics, haikus often do not have a specific character. They usually deal with

nature, the seasons, states of mind, thoughts, etc.

Traditional Japanese haiku do not translate in the exact scheme into English.

Yet, in native tongue, they do follow 5-7-5.

Practice: Writing Haiku

Topic: __________________

1st line (5)

2nd line (7)

3rd line (5)

Kobayashi Issa (1763-1827)

The snow is melting

and the village is flooded

with children.

In this world

we walk on the roof of hell,

gazing at flowers.

Children imitating cormorants

are even more wonderful

than cormorants.

Other Examples

Covered with flowers,

Instantly I’d like to do,

In this dream of ours

I’ll set a journey

To reach the moon, not looking back

Reaching for the stars

The red blossom bends

and drips its dew to the ground.

Like a tear it falls


Your assignment is to create 3 haikus

Requirements:1. Must follow haiku scheme: 5-7-52. One theme must be about nature (the seasons)3. One theme must be about school

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Sonnets

Learn:Sonnet comes from the Italian word sonetto meaning “little song.” There are

many popular types of sonnets including the Italian sonnet and the most familiar, the

English sonnet, or the Shakespearean sonnet. Shakespeare became the most

widely known poet to use the English version, thus its name.

Define:

Quatrain: ______________________________________________________________

Couplet: ______________________________________________________________

Iambic pentameter: ______________________________________________________

Sonnet Equation:

(3 X Quatrain)+ Couplet = Sonnet

Rhyme Scheme:

a-b-a-b, c-d-c-d, e-f-e-f, g-g.Practice: Label The Sonnet: Shakespeare’s Sonnet 18

Shall I compare thee to a summer's day? Thou art more lovely and more temperate:Rough winds do shake the darling buds of May,And summer's lease hath all too short a date:

Sometime too hot the eye of heaven shines,And often is his gold complexion dimm'd;And every fair from fair sometime declines,By chance or nature's changing course untrimm'd;

But thy eternal summer shall not fadeNor lose possession of that fair thou owest;Nor shall Death brag thou wander'st in his shade,When in eternal lines to time thou growest:

So long as men can breathe or eyes can see,So long lives this and this gives life to thee.

Shakespearean Sonnet 126

O thou, my lovely boy, who in thy powerDost hold Time's fickle glass, his sickle, hour;Who hast by waning grown, and therein show'stThy lovers withering as thy sweet self grow'st;If Nature, sovereign mistress over wrack,As thou goest onwards, still will pluck thee back,She keeps thee to this purpose, that her skillMay time disgrace and wretched minutes kill.Yet fear her, O thou minion of her pleasure!She may detain, but not still keep, her treasure:Her audit, though delay'd, answer'd must be,And her quietus is to render thee.

On His Being Arrived to the Age of Twenty-three By John Milton

(Italian Sonnet)

How soon hath Time, the subtle thief of youth, (a)Stolen on his wing my three and twentieth year! (b)My hasting days fly on with full career, (b)But my late spring no bud or blossom shew'th. (a)Perhaps my semblance might deceive the truth, (a) That I to manhood am arrived so near, (b)And inward ripeness doth much less appear, (b)That some more timely-happy spirits indu'th. (a)Yet be it less or more, or soon or slow, (c)It shall be still in strictest measure even (d)To that same lot, however mean or high, (e)Toward which Time leads me, and the will of Heaven. (d)All is, if I have grace to use it so, (c)

As ever in my great Task-master's eye. (e)


Your assignment is to create a sonnet.

Requirements:1. Must follow Shakespearean sonnet form:

3 Quatrains and a Couplet

A-B-A-B C-D-C-D E-F-E-F G-G

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Take Home Quiz – Due 4/16/07! ______/ 15

Name: _______________________________________ Period: _______________

1. Define terms – 1 pt. each:

a. simile: ______________________________________________________________________________________________________________________________________

b. hyperbole: ______________________________________________________________________________________________________________________________________

c. alliteration: ______________________________________________________________________________________________________________________________________

d. metaphor: ______________________________________________________________________________________________________________________________________

e. onomatopoeia: ______________________________________________________________________________________________________________________________________

2. Identify usage: (Use letters from previous section- “a” simile, “b” hyperbole…)

(1 – pt. each)

1. The poet’s language was as beautiful as the morning sky. __________

2. My day was going well until my favorite pencil went, SNAP! __________

3. I was so hungry I could eat a horse. __________

4. The tired tiger tried to tear through the thick meat. __________

5. After dinner, we ate a piece of chocolate that was darker than the night sky. __________

3. Making Connections. Identify the type of figurative language used in the following examples by FIRST underlining the examples, THEN defining the usage. (2 pts. Each)

A. Then up and spake an old sailor,

Had sailed to the Spanish Main,

"I pray thee, put into yonder port,

For I fear a hurricane."

-Henry W. Longfellow, "The Wreck of Hesperus"

Usage: __________________________

B. Why does a boy who’s fast as a jet

Take all day—and sometimes two—

To get to school?

—John Ciardi, "Speed Adjustments"

Usage: __________________________

4. Writing – Write your own example of a metaphor! (Be ORIGINAL)

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5. Bonus – There are 4 examples of “onomatopoeia” in this poem. Identify 3 of 4!

Cynthia in the Snow - Gwendolyn Brooks It SHUSHES

It hushesThe loudness in the road.

It flitter-twitters,And laughs away from me.It laughs a lovely whiteness,

And whitely whirs away,To be

Some otherwhere,

Still white as milk or shirts,So beautiful it hurts.

1.__________________________________

2.__________________________________

3.__________________________________

4.__________________________________

The Life Graph of: __________________________________ in Period ____________

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The PigBy Roald Dahl

In England once there lived a bigAnd wonderfully clever pig.To everybody it was plainThat Piggy had a massive brain.He worked out sums inside his head,There was no book he hadn't read.He knew what made an airplane fly,He knew how engines worked and why.He knew all this, but in the endOne question drove him round the bend:He simply couldn't puzzle outWhat LIFE was really all about.What was the reason for his birth?Why was he placed upon this earth?His giant brain went round and round.Alas, no answer could be found.Till suddenly one wondrous night.All in a flash he saw the light.He jumped up like a ballet dancerAnd yelled, "By gum, I've got the answer!""They want my bacon slice by slice"To sell at a tremendous price!"They want my tender juicy chops"To put in all the butcher's shops!"They want my pork to make a roast"And that's the part'll cost the most!"They want my sausages in strings!"They even want my chitterlings!"The butcher's shop! The carving knife!"That is the reason for my life!"Such thoughts as these are not designedTo give a pig great piece of mind.

Next morning, in comes Farmer Bland,A pail of pigswill in his hand,And piggy with a mighty roar,Bashes the farmer to the floor…

Now comes the rather grizzly bitSo let's not make too much of it,Except that you must understandThat Piggy did eat Farmer Bland,He ate him up from head to toe,Chewing the pieces nice and slow.It took an hour to reach the feet,Because there was so much to eat,And when he finished, Pig, of course,Felt absolutely no remorse.Slowly he scratched his brainy headAnd with a little smile he said,"I had a fairly powerful hunch"That he might have me for his lunch."And so, because I feared the worst,"I thought I'd better eat him first."

SARAH CYNTHIA SYLVIA STOUT By Shel Silverstein

Sarah Cynthia Sylvia Stout Would not take the garbage out! She'd scour the pots and scrape the pans, Candy the yams and spice the hams, And though her daddy would scream and shout, She simply would not take the garbage out. And so it piled up to the ceilings: Coffee grounds, potato peelings, Brown bananas, rotten peas, Chunks of sour cottage cheese. It filled the can, it covered the floor, It cracked the window and blocked the door With bacon rinds and chicken bones, Drippy ends of ice cream cones, Prune pits, peach pits, orange peel, Gloppy glumps of cold oatmeal, Pizza crusts and withered greens, Soggy beans and tangerines, Crusts of black burned buttered toast, Gristly bits of beefy roasts. . . The garbage rolled on down the hall, It raised the roof, it broke the wall. . . Greasy napkins, cookie crumbs, Globs of gooey bubble gum,

Cellophane from green baloney, Rubbery blubbery macaroni, Peanut butter, caked and dry, Curdled milk and crusts of pie, Moldy melons, dried-up mustard, Eggshells mixed with lemon custard, Cold French fries and rancid meat, Yellow lumps of Cream of Wheat. At last the garbage reached so high That it finally touched the sky. And all the neighbors moved away, And none of her friends would come to play. And finally Sarah Cynthia Stout said, "OK, I'll take the garbage out!" But then, of course, it was too late. . . The garbage reached across the state, From New York to the Golden Gate. And there, in the garbage she did hate, Poor Sarah met an awful fate, That I cannot now relate Because the hour is much too late. But children, remember Sarah Stout And always take the garbage out!

poetry in motion - pennsylvania state university in... · web viewnow i lay me down to sleep with...

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