10/30 and 10/31

Yesterday--sorry I forgot to post guys

We went over another form of poetry--The Ballad
We read the poem "Bonny Barbra Allan," which was written by an Anonymous author
We also read "Sea Fever" and we read and discussed the author John Masefield.


Today we read two articles about Edgar Allan Poe.

Students answered 7 questions about the article. See Mrs. Dewalt for the articles.

We then discussed some vocabulary words that would be seen in the poem "The Raven," by Edgar Allan Poe. 

Tomorrow, students will finish this CISM lesson by coding the text.

Final Literary Terms

Today we reviewed the final literary terms:  

character sketch- a written piece that is a person's personality and behavior or a theatrical portrayal of a unique character

             

syntax-  Syntax is an order of words and phrases to form proper sentences.

( Ex. “I'm going to the movies" versus "to the movies I'm going."

             

chiasmus –inversion of the second of two parallel phrases, clauses, etc.

(Ex. “She went to Paris”;” To New York went he.”)

             

anaphora- using the same word or words to start two or more sentences or paragraphs that follow one another.

(Ex.  “Because I understand, because I want to, because I love you.”)

epistrophe or epiphora- the repetition of a word or phrase at the end of successive clauses. 

(Ex. “For no government is better than the men who compose it, and I want the best, and we need the best, and we deserve the best."
(Senator John F. Kennedy, speech at Wittenberg College, Oct. 17, 1960)

polysyndeton- The repetition of conjunctions in close succession for rhetorical effect.

(Ex.  here and there and everywhere)

foil - character who provides a contrast to another character, thus emphasizing the other’s traits; a character in a play who sets off the main character or other characters by comparison.

paradox -  a statement which contains seemingly contradictory elements or appears contrary to common sense, yet can be seen as perhaps true when viewed from another angle, such as Alexander Pope's statement that a literary critic would "damn with faint praise" Or “That I may rise, and stand, o'erthrow me.” (a statement that is seemingly impossible at first, but very logical once it is explained. Ex. The child is father to the man)

parody -  ludicrous imitation, usually for comic effect but sometimes for ridicule, of the style and content of another work.

satire - a piece of literature designed to ridicule the subject of the work. While satire can be funny, its aim is not to amuse, but to arouse contempt. It arouses laughter or scorn as a means of ridicule and derision, with the avowed intention of correcting human faults

Example of Parody:  http://www.youtube.com/watch?v=XNBP18nrRdw&list=TLX9ZOll8HUmKyF0wW7QkqedaOjb7f-5M7

Example of Satire:  http://www.colbertnation.com/the-colbert-report-videos/427310/june-19-2013/cap-n-crunch-scandal

Other examples:  http://www.youtube.com/watch?v=8M-KlV5cPUo

http://www.youtube.com/watch?v=PuvjDK3mpA0

Thursday 10/24

Today in class we learned how to write a Villanelle.  We learned the structure of the poem and then we wrote one.  If you did not finish your poem in class, it is homework.  I had students put reminders in their phones to do their homework over the weekend, so there should be no excuses.

Finished TPCASTT of Annabell Lee

Today we finished the TPCASTT for Annabel Lee by Edgar Allan Poe.  Students turned in their work at the end of class.  If you still owe me work, I need to have it in my hands tomorrow, or I will not put the grade in for this semester.

TPCASTT for Annabell Lee

Today we did another TPCASTT learning strategy to analyze the poem Anabell Lee by Edgar Allan Poe.  We read about his life and death.   We had a class discussion about his life.  We then read the poem and began analyzing the poem.  Students predicted what they poem would be about simply by observing the poem name.  Then they paraphrased the poem.  They looked for literary elements that we have been discussing and also looked for implied meaning in the poem.  They then will try to decide the tone of the poem and if there is a shift in the poem.  They will then revisit the title to see if their prediction was correct and they will record the meaning behind the title of the poem.  They then have to decide the theme of the poem.  Students did not finish and will have a chance to finish tomorrow.

More literary terms and we analyzed a poem.

Today we had more literary terms:           

  alliteration-  two or more words of a word group start with the same letter, as in apt alliteration's artful aid.

             

            assonance- rhyme in which the same vowel sounds are used with different consonants in the stressed syllables of the rhyming words, as in penitent and reticence.

            connotation– something suggested or implied by a word or thing, rather than being explicitly named or described.

            denotation- a word that names or signifies something specific: “Wind” is the denotation for air in natural motion. “Poodle” is the denotation for a certain breed of dog.

            diction - an author’s choice of words

             

            hyperbole- an extravagant statement or figure of speech not intended to be taken literally, as “to wait an eternity.”

             

            onomatopoeia- the naming of a thing or action by a vocal imitation of the sound associated with it (as buzz, hiss)

             

            rhyme- one of two or more words or phrases that end in the same sounds

Then we used the TPCASTT learning strategy, and together as a class, we analyzed the poem The Rose that Grew from Concrete by Tupac Shakur.  

Dialect and extended metaphor

Today we discussed the dialect of the poem "Mother to Son" by Langston Hughes.  We discussed how the dialect of the poem makes it so much more meaningful and powerful.

My sixth period class compared the mother in the poem to the woman in the photograph on page 510.

We then wrote our own extended metaphors, comparing life to something else.  It had to be a metaphor about life and had to be at least 5 lines long.  Life actually had to be something else.

Remember--tomorrow we will be PSAT testing in periods one through four!

oops...sorry I forgot to post earlier

Oops, sorry I forgot to post the last couple of days.  On Thursday and Friday, we continued with our literary terms.  Look up definitions for the following words:

foreshadowing
flashback
metaphor
setting
simile
symbol

We discussed each of the terms.  We then began the poetry unit on page 505 of the green literature book.  We read and discussed pages 505-507.

Today, we got new literary terms.  Define the following words:

antagonist
apostrophe (not the punctuation mark, but the literary term)
bildungsroman
cacophony
euphony
characterization

We then read the poem on page 508 of the literature book.  It is called Mother to Son by Langston Hughes.

Mother to Son

BY LANGSTON HUGHES

Well, son, I’ll tell you:

Life for me ain’t been no crystal stair.

It’s had tacks in it,

And splinters,

And boards torn up,

And places with no carpet on the floor—

Bare.

But all the time

I’se been a-climbin’ on,

And reachin’ landin’s,

And turnin’ corners,

And sometimes goin’ in the dark

Where there ain’t been no light.

So boy, don’t you turn back.

Don’t you set down on the steps

’Cause you finds it’s kinder hard.

Don’t you fall now—

For I’se still goin’, honey,

I’se still climbin’,

And life for me ain’t been no crystal stair.

If you were absent--imagine that you are talking to a younger sibling or child, what might you compare life to?  Ex. Life is like a box of chocolates, you never know what you are gonna get.  

Create two metaphors that you can compare life to.  

FCAT Practice

Today, since our schedule was off, we just did an FCAT practice.

DO YOUR HOMEWORK

Since most people chose to not do the homework, the same assignment was for homework last night.  Again, I cannot begin to express my disappointment at your lack of interest in me allowing you to use cool new technologies for your projects.  We will continue on with presentations, and will continue on with the I am From poem.  R

CISM lesson

Today we finished the CISM lesson about personification and imagery used in the story "From the Street" by Ann Petry.  We went over it and discussed the imagery, the personification and how the text was coded.  For homework, students are to create a project showing Lutie Johnson's relationship to the urban setting through the use of literary devices like personification and imagery.  Students may choose a project to do.  They may write an essay about this, they may create a detailed drawing about this (quality should be high), students may create a comic strip about this, they may write a song and video it or record it, or they may create a video.  This will be due on Monday.  Remember that it has to be school appropriate.

Literary terms and CISM Lesson

Today we began our poetry unit by going over some vocabulary terms and their definitions:

Visual imagery
Kinisthetic Imagery
Olfactory imagery
Tactile Imagery
Gustatory Imagery
Auditory Imagery
Allusion
Personification

We also began a CISM lesson with the poem "The Street"

Students will continue marking the text underlining or highlighting examples of imagery and personification in the text.  We will continue with this lesson tomorrow.

FAIR testing tomorrow

Tomorrow we will be reporting to room N61 to finish our FAIR testing.  Please bring something to read, as you may have already finished or you may be very close to finishing.  I will not be there, you will have a sub.  Please be respectful and treat the sub just like you would treat me.  I would like to NOT have any bad reports about behavior.  On Thursday some of you will be making up the grammar test and vocabulary tests. On Thursday we will also begin a CISM lesson (close reading lesson) and we will also begin learning literature terms.  Have a great Wednesday and see you all on Thursday.

Remember 1st period--you will be taking the 2nd vocabulary test on Friday.