Ewrt 30 class 2


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Ewrt 30 class 2

  1. 1. EWRT 30 Class 2
  2. 2. AGENDA Groups and Participation Points Discussion: Haiku Terms 6-10 Lecture: Blank Verse: Form, Meter, and Structure Guided Writing (Color Poem)
  3. 3. Participation Points Hint: this is not participating!
  4. 4. All participation points must be earned in class  You will earn some points in teams during discussion.  You will earn some points in teams for reading your original work.  You will earn some points in teams during vocabulary games  You will earn some points for attending writers’ workshops  There may be other opportunities to earn points.  If you are not in class, you cannot earn points.
  5. 5. 1. 2. We will often use teams to earn participation points. Your teams can be made up of 3 or 4 people. The teams will remain the same through the discussion, reading, workshops, and vocabulary of one project. 3. You must change at least 50% of your team after each project is completed. 4. You may never be on a team with the same person more than twice. 5. You may never have a new team composed of more than 50% of any prior team.
  6. 6. Points will be earned Answers, for correct answers comments, and to questions, questions must be meaningful posed in a manner contributions to the that promotes discussion, and the willingness to share learning. Those your work. Each who speak out of team will track their turn or with own points, but maliciousness will cheating leads to not receive points death (or loss of 25 participation points). for their teams.
  7. 7. Sit near your team members in class to facilitate ease of group discussions At the end of each class, you will turn in a point sheet with the names of everyone in your group and your accumulated points for the day. It is your responsibility to make the sheet, track the points, and turn it in.
  8. 8.  Get into groups of three or four. (1-2 minutes)  If you can’t find a group, please raise your hand.  Once your groups is established, choose one person to be the keeper of the points.  Write down members’ names  Turn in your sheet at the end of the class period. Your Poetry Group!
  9. 9. In your groups: 5-6 minutes  Review the first five vocabulary words.  Be prepared to offer definitions  Read your Haiku to each other.  Identify the conventions you used in your haiku  Prepare one or two to read aloud to the class
  10. 10. The Review Green sheet Syllabus Website Terms 1-5
  11. 11. What are the traditional Conventions?
  12. 12. Conventions of Haiku the line and syllable count the use of a word that marks a season  the “phrase and fragment” style (the description and reflection, usually marked with punctuation).
  13. 13. Volunteers to Read! What conventions do you recognize?
  14. 14. Terms 6-10
  15. 15. 6. Blank verse A line of poetry or prose in unrhymed iambic pentameter. Shakespeare's sonnets, Milton's epic poem Paradise Lost, and Robert Frost's meditative poems such as "Birches" include many lines of blank verse. Here are the opening blank verse lines of "Birches": When I see birches bend to left and right / Across the lines of straighter darker trees, / I like to think some boy's been swinging them. 7. Meter The measured pattern of rhythmic accents in poems. An iamb is an example of meter.
  16. 16. 9. Metaphor A comparison between essentially unlike things without an explicitly comparative word such as like or as. An example is "My love is a red, red rose.” 10. Simile A figure of speech involving a comparison between unlike things using like, as, or as though. An example: "My love is like a red, red rose."
  17. 17. Blank Verse  Blank verse is a form of poetry, obviously. What sets it apart from all the other forms is that blank verse does not rhyme. The meter is usually iambic (a pattern of unstressed syllables followed by stressed), and pentameter ( a line consisting of five feet). A line of blank verse would go like this:  Detroit Detroit Detroit Detroit Detroit OR  I watch the rolling hills fly by my eyes  Though, technically, all lines are supposed to be exactly iambic, sometimes it doesn't want to quite work out that way.
  18. 18.  Scansion is the act of marking a poem to show the metrical units of which it is composed. It means any attempt, by signs, to indicate the beat of a line of poetry and to mark off the division of feet. Each team will scan one verse of the poem “Mending Wall.” When you are done, write it on the white board. (5-7 minutes)
  19. 19. http://poemshape.wordpress.com/2009/02/22/robert-frost-iambicpentameter-mending-wall/
  20. 20. 1. Read the verse out loud and see if you notice a particular rhythm in your first reading. 2. Count the number of syllables in each line, and write that number at the end of the line. Do you see a pattern in the number of syllables? 3. Put an accent mark (/) over any syllables that absolutely have to be stressed. The way you can figure this out is by trying to say the word several times, each time exaggerating a different syllable. ("AR-tist" or "ar-TIST”). Put a "u" over the unstressed syllables. 4. Once you see a pattern (for example, unstressed, unstressed, stressed; unstressed, unstressed, stressed . . . ), mark a vertical line between each unit of the pattern. Those are your "feet.” 5. Read the poem aloud again, this time really accentuating the words you have marked as "stressed." Does it sound right? 6. Count how many feet each line has. It will probably be one of these: Monometer (one foot), Dimeter (two feet), Trimeter (three feet), Tetrameter (four feet), Pentameter (five feet), or Hexameter (six feet). 7. Copy your scanned verse onto the board.
  21. 21. Guided Writing Hearing Colors: A poem in blank verse
  22. 22. Pick a color to write about. Then, assign qualities to your color. I know this is a stretch, but try to imagine the color with your other senses. These qualities will help you connect your color to abstract ideas and events and describe it through alternative mediums.  Soft or hard  Wet or dry  Big or little  Loud or quiet  Natural or man-made  Smooth or textured  Happy or sad  Hot or cold  Dense or porous  Spring fall summer or winter  Thick or thin  Slippery or sticky  Inside or outside  Funny or serious  Old or new  Cheap or expensive  Plain or ornate  Common or uncommon  Casual or formal  Energetic or relaxed  Realistic or fantastic  Strong or frail
  23. 23. Questions to consider in writing Verse One If your color were music, what kind would it be? Who would play it and where would you hear it? Which song would it be? Why or how does this music reflect your color?
  24. 24.  The color red is the shameless, sexy  Salsa rhythm of racy Cubanos  And Puertorriqueños; fast Timba—drum  Beats: passionate, hungry, fervent, alive.
  25. 25. Verse Two If your color were dance it would be which? Who would dance it and where would you see it done? Describe the movements of the dance. Why is this dance like your color?
  26. 26. Verse Three If your color were a smell, it would be which? Where would you smell it? What does it remind you of? How is this smell like your color?
  27. 27. Verse Four If your color were a food it would be which? Where and when would you eat it? How does it taste? How does it remind you of your color?
  28. 28. Verse Five If your color were an event it would be which? Specific example When do you go there? How is your color like your event?
  29. 29. Verse Six If your color were a place it would be what or where? Describe it. When do you (or other people) go there? How is your color like your place?
  30. 30. Verse Seven If your color were a person, who would it be? Where would you see this person? Describe this person. How is your color like the person?
  31. 31. Verse Eight If your color were an animal, which would it be? Where would you see this animal Describe the animal How is your color like the animal
  32. 32. Verse Nine If your color were a game, what kind would it be? Which one in particular? Who would play it? Describe the game.
  33. 33. Verse Ten If your color were a book, what kind would it be? Which one in particular? Who would read it? Describe the theme, plot, mood, or purpose.
  34. 34. Ending Finish the poem with one or two more lines!
  35. 35. Blank Verse: Conventions Once you finish writing your poem, put it into blank verse. This means each line will have ten syllables or five iambic feet. It should not rhyme!
  36. 36. Consider other conventions  Simile: A figure of speech in which things are compared using the words “like” or “as”  Metaphor A figure of speech in which things are compared by stating that one thing is another  Alliteration Repetition of words with the same beginning sounds
  37. 37. Onomatopoeia Words that sound like the objects or actions they refer to Assonance: Identity or similarity in sound between internal vowels in neighboring words. example: hot dog
  38. 38. Remember  Once you have completed your verses, you can eliminate one or two or even three if they are not working in your poem.  You can add other verses that help you describe your color.  This guided writing is set up as quatrains (four lines per verse), but you can change that if you would like.
  39. 39. Homework Post #2 Blank Verse: Color Poem Reading: Sonnets Study Terms 1-10