Monday- Citations and In-text Citations + Write!!

  1. How to do a citation for an old source (our poems in this case). It entails some research! https://www.easybib.com/
  2. In-text citations for poetry. Basic rule: “…..” (Last name line #). Eg. Hughes writes, “I’ve known rivers/ancient dusky rivers” (Hughes 1-2).
  3. No Red Ink- formatting MLA quotes
  4. One Note- “Essay Writing” Do your introduction today.

Synthesis Essay Time Line

Friday– THAMO and connecting sentences. Continue with thesis. Learn how to organize your evidence. Begin outline for the body paragraphs. Homework: outline completed for the 2-3 body paragraphs.

Monday– More THAMO work- using it at the beginning of a sentence or as an interrupter. How to do in-text citations. Write introduction and beginning of first paragraph.

Tuesday– Write body paragraphs.

Wednesday– PechaKuchas (River and Mark) Conclusion and revisions. BOLD your thesis. BOLD one sentence in which you used a THAMO to combine two sentences AND BOLD one sentence in which you used a THAMO to start a sentence, end a sentence or interrupt a sentence.

Thursday- guest speaker.

Monday– Quiz on the poetic devices, structure, biographies, history of the HRen, meaning of the poems (Juicy, Yet, Rivers).  The last question will be “how does your optional poem reflect the author’s identity?”. Answer in a short paragraph. You can prepare for this over the weekend.

 

 

Wednesday- Synthesis Essay

  1. No Red Ink- combining sentences with FANBOYS
  2. Vote for the lyrical free verse that best encapsulates the theme of the “Yet Do I Marvel”. Use the red dots.
  3. Steps to analyze poetry
  4. Continue analyzing the poem while you wait for everyone. Do you have tone, mood, devices, structure, meaning?
  5. Find other groups with the same poem. Have a seat and add to your learning. Reflect on your analysis skills- can we add to the list on the board?
  6. How does your poem reflect the author’s identity?
  7. With your partner(s) create a mind map that outlines the way poetry can reflect identity.

Tuesday- Independent Analysis

  1. Quizzes returned
  2. Comma splices – Diagnostic on No Red Ink. Please do the assignment. It is only to see where we are at and what I should teach about combining sentences. There are 15 questions.
  3. Write your lyrical free verse on the chart paper
  4. Look up the lyrical free verse poems from this weekend. Look up TAG: lyrical. Choose your fav poem that best encapsulates the theme of “Yet Do I Wonder” and find it on the chart paper. Put a stickie on the chart paper; who is our “poet and didn’t know it” this week?
  5. Partner analysis of a Renaissance poem. Choose ONE sheet of paper. With your partner(s) analyze it until you have exhausted all ideas. Look up a biography of the poet. Find poetic devices, structure, meaning, tone and mood. How does it reflect the poet’s identity? Write all over your paper.

Thursday- “Yet…”

We will continue to analyze “Yet Do I Marvel” in class. NO INTERNET at first. You will analyze as a group, sharing ideas with no computer help. We will go over it as a class at the end.

HOMEWORK:

  1. Finish analyzing the poem (see back of page). You can use the internet to help you fully understand the poem at this point.
  2. You are to write a LYRICAL FREE VERSE poem that encapsulates the theme of “Yet Do I Marvel”. Remember, a lyrical free verse is a short poem that does not have a set rhyme or rhythm- the opposite of “Yet Do I Marvel”. I would suggest 6-10 lines max but if you are free styling and loving it, keep writing until you feel you are done. Post on your blog with an image that you think reflects the poem. TAG: Lyrical TITLE: Lyrical Free Verse in Response to “Yet Do I Marvel” Due on Tuesday.

 

 

Wednesday- “Yet Do I Marvel”

  1. Cassidy’s Pecha Kucha
  2. Put Haiku’s on the poster board
  3. On your Edublog, go to “dashboard”- “tag”- “haiku” and read all the haikus. Choose the one that you think BEST REFLECTS THE THEMES OF THE HUGHES POEM. So it doesn’t have to be your favourite, just the one that best encapsulates the message in the poem. And don’t just pick your friends!!!!
  4. Find the Haiku on the poster board and put a dot on by the poem. Someone will win the “You are a poet and didn’t know it” prize 🙂
  5. Main Idea exercise.  What is Countee Cullen like as a person and what was his role in the Harlem Renaissance? With your partner, highlight the important points and be ready to report out. https://www.poetryfoundation.org/poets/countee-cullen
  6. Begin analyzing the poem below 🙂

Tuesday- PechaKucha Reflection and “Speaks”

  1. Go to OneNote and look at the “Core Competency” tab and the PechaKucha reflection
  2. Fill in three goals BEFORE you start your PechaKucha by referring to the CC Profiles sheet
  3. Discuss ideas with the people in your group
  4. Finish up “The Negro Speaks of Rivers” including all the questions
  5. Haiku: you are to create a Haiku that reflects the themes in the poem. Begin with brainstorming all the words related to the themes and work from there. When you are done, write it on the poster paper on the board AND post it on your blog (TAG:Haiku, TITLE: Haiku in response to “The Negro Speaks of Rivers”)
  6. Features of Haiku

    • It contains three lines.
    • It has five moras (syllables) in the first line, seven in the second, and five in the last line.
    • It contains 17 syllables in total.
    • A Haiku poem does not rhyme.
    • Haiku poems frequently have a kigo, or seasonal reference.
    • Haiku poems are usually about nature or natural phenomena.
    • The poem has two juxtaposed subjects that are divided into two contrasting parts.
    • In English, this division between two parts can be shown by a colon or a dash.

Monday- Lots to do :)

  1. Cassidy’s Pecha Kucha
  2. Quiz of poetry devices
  3. Continue analyzing “The Negro Speaks of Rivers”. It should be fully analyzed by tomorrow. If you still don’t understand after today’s class… do your own research online. There is tons of information on this poem 🙂