CELEBRATION OF LEARNING VOLUNTEERS

I NEED A COUPLE OF VOLUNTEERS FROM EACH CLASS TO HELP ME WITH A "CELEBRATION" OF LEARNING SPOKEN WORD POEM

THE POEM WILL BE PRESENTED ON JUNE 8 AT OUR "COL" ASSEMBLY

TALK TO ME!  THANKS  FOR YOUR HELP!!!

Harvard U - Spoken Word "Speech"

TELLING LIES GROUP POEM AND APOLOGY POEM

Telling Lies

Telling Lies Poetry

A different way of looking

One of the pleasures of writing poems is that you can tell lies without getting into trouble! It’s just using your imagination.

• Each member of your group will write three lies about the something other than the sea (the sky, the moon the stars, the sun, the clouds etc. can also work well)

• Be wild and imaginative with your lies avoiding the obvious or the dull (the moon is made of cheese).

A few examples of what they could write are:

The sea is made of blue ink and green paint

The sea hates it when it’s drawn as a wavy line.

The sea is cold because it hasn’t got a coat on

The sea going up and down is a sign it’s still breathing

The sea feeds on rubbish but even he can’t manage it all

If you smack the sea it will splash you back

The sea has a small cousin who is a pond

The sea will wave to you when you turn to leave

As you can see, what starts off as a lie becomes a mix of word play, sometimes truth, and off-the-wall creativity. It gives a chance to use imagination without forcing it and with a sense of fun.

Your group will perform/read the poem aloud - reading each member’s own line.

EMMETT

NO EXPLANATION NEEDED

"EMMETT" BY THE PHILADELPHIA BRAVE NEW VOICES TEAM




CLICK HERE FOR THE  LINK TO BRAVE NEW VOICES - YOUTH SPEAKS

Personification and Family Metaphor Poems

H AND F BLOCKS 

TURN IN YOUR "WORD" POEMS TO ME RIGHT NOW! HOPEFULLY YOU HAVE ANNOTATED YOUR OWN WORK.

FRIDAY JUNE 3 YOU WILL HAVE A POETRY ANNOTATIONS SUMMATIVE AND YOU WILL TURN IN ALL THE POEMS YOU HAVE WRITTEN IN CLASS

C AND D BLOCKS 

TURN IN YOUR "WORD POEMS TO ME ON WEDNESDAY 5/25

THURSDSAY JUNE 2 YOU WILL HAVE A POETRY ANNOTATIONS SUMMATIVE AND YOU WILL TURN IN ALL OF THE POEMS YOU HAVE WRITTEN IN CLASS 

                 

But first, a poem:

Abstract vs. Concrete

Today we will finish our poetry packet with Abstract vs Concrete

Then

You will work on 1) personification poem or 2) family metaphor poem.

Word Intolerance

Today:  Work on Similes in the Poetry Packet

Homeword
F and H - Wed
D and C - Thursday

Guidelines

Write a poem - the story of the word you put on the "Wall of Intolerance"
Use as many poetic devices as you can - maybe do these on rewrites
Be honest; be brave; use the model of the spoken word poets we have watched

Poetry and Poetry Packet

Poetry and Beyonce' "Lemondade"

TODAY:

I will take you through the annotation for meaning of BEYONCE'S new song

"FREEDOM"

LET'S WATCH THIS POEM - and THANK SEHAR FOR FINDING IT FOR US!!



You will turn in your assignment - poetry in music - remember what you must do for this assignment:

Choose a favorite song - one that speaks to you - print out the lyrics and answer the following questions:

YOU MUST ANNOTATE DIRECTLY ONTO YOUR PRINTED PAPER

• What makes this poem compelling?
• What is the theme/message/meaning of the poem?
• What makes this song a poem (consider poetic elements/devices also called figurative language)?

I will, of course, ask some of you to share your favorite poems.

WE WILL PUT FORTH GREAT EFFORT TO WORK ON OUR POETRY PACKETS
So make sure you bring your packets to class.

What Kind of Stories Must Be Told

TODAY:

We are going to dive right into the poetry packet - step-by-step - to make sure you have an understanding of:

Onomatopoeia; Personification; Alliteration; 
Assonance; Simile; Metaphor and the concept
of Abstract vs. Concrete



TWO OF THE MOST ESSENTIAL OF ESSENTIAL QUESTIONS

"WHY WRITE POEMS?"

"WHAT KIND OF STORIES MUST BE TOLD?"  
The poetry of protest against human injustices

The Death of Emmett Till 

Was down in Mississippi not so long ago
When a young boy from Chicago town
Walked in a Southern door

This boy's fateful tragedy
You all should remember well
The color of his skin was black
And his name was Emmett Till

Some men, they dragged him to a barn
And there they beat him up
They said they had a reason
But disremember what

They tortured him and did some things
Too evil to repeat
There were screaming sounds inside the barn
There was laughing sounds out on the street

Then they rolled his body down a gulf
Amidst a blood red rain
And they threw him in the waters wide
To cease his screaming pain

The reason that they killed him there
And I'm a-sure, it ain't no lie
'Cause he was born in black-skin barn
He was born to die

And then to stop the United States
Of yelling for a trial
Two brothers, they confessed
That they had killed poor Emmett Till

But on the jury there were men
Who had helped the brothers commit this awful crime
And so this trial was a mockery
But nobody there seemed to mind

I saw the morning papers
But I could not bear
To see smiling brothers
Walkin' down the courthouse stairs

For the jury found them innocent
And the brothers, they went free
While Emmett's body floats the foam
Of a Jim Crow southern sea

If you can't speak out against this kind of thing
A crime that's so unjust
Your eyes are filled with dead men's clay
Your ears must be filled with dust

Your arms and legs
They must be in shackles and chains
And your mind, it must cease to flow
For you to let our human race
Fall down so God-awful low

This song is just a reminder
To remind your fellow man
That this kind of thing still lives today
In that ghost-robed Ku Klux Klan

But if all of us folks that thinks alike
If we gave all we could give
We could make this great land of ours
A greater place to live

Bob Dylan - The Death Of Emmett Till Lyrics | MetroLyrics 

"The Death of Emmett Till"

A few other poems to be heard!

Reflection Essays are Due and a Little Poetry

ANYONE FEEL LIKE THIS

TODAY:
1)Make sure that your essays are in ONE NOTE in your own folder labeled
HOAISJ REFLECTION
2)We will write a class poem about a subject of our choice (pain, love, friendship, etc)
2)Let's make some progress on your poetry packets - WHERE ARE YOU


 

A Poem and some choices

LA Blocks C & D

Dear sub and students:

Please begin the day with a Spoken Word poem 

QUESTION FOR BRIEF DISCUSSION:  WHAT MAKES THIS A DYNAMIC SPOKEN WORK POEM?
Think - structure, pace, tone, passion, personal experience, its universality, and the use of poetic/literary devices (creation of rhythm, rhyme, repetition, etc.)

The students are all in different places, doing different projects.  They have 3 choices:

1)    They may use part of the time to organize their Language Arts contribution to their portfolios in preparation for the student led conferences.  All of their LA work is in folders by my desk.

      2)   They must turn in their Humans of AISJ reflective/informational essays on Thursday.  They can use this time to fine-tune their work, which means;

a.     reading the essay aloud to fix any errors in organization and conventions

b.     work with a peer to fine tune the essay based on feedback

c.     They can get feedback from me, but they must send the essay in a MS WORD document because I cannot access their work on One Note from home.  They can send it as an attachment to my email address dmoreau@aisj-jhb.com 

 3) Or, they can work on their poetry packet (they are all at different places), which provides an overview, examples and exercises to better understand the fundamentals of figurative language.  REITERATE the necessity for them to READ EVERY WORD AND FOLLOW THE DIRECTIONS ON THE EXERCISES – they must not skip sections as this packet is meant to build on understanding – their ability to do this with or without help will tell alert me to their understanding. They can work with a partner – but they must stay focused.  Don’t hesitate to split up the groups that are fooling around and getting nothing done. As they get into more complicated figurative language, they will have questions – please help as best you can.  Or have them email me.

So, they have work to do and should not waste time.

It is imperative that you walk around and check in with the students so that you:

1.     know what they are doing and their accomplishment goals during class time.

2.     Know they are staying on task and not wasting valuable time.

3.     If they ask to go outside, they must stay within site the classroom for easy check-ins.