EWC Dec. 2016 Poetry Unit
Components
1. Writer’s Notebook entries – read and respond to two poems every day for ten days – try to space this out – don’t do 20 in one day. The different moods you are in during different days will affect how you interact with the poems. You may look up sites on-line, sign out some of my books, or use your own books. Please write down the poet’s name, title of poem, source (book title or website), and your reaction. This does not need to be long, about two sentences is all that I’m looking for. You may write more if you wish.
Due Date: in last set of Writer’s Notebook entries. This will count as two entries in your W'sN.
2. Spark activities – activities designed to inspire you to write poetry. Some of these have specific forms, content, or goals. You may be asked to bring in items (like books or small objects). Many of the activities come from Poemcrazy by Susan Goldsmith Wooldridge. Some of these poems will be part of your Poetry Anthology.
3. Introduction to and practice writing different poetical forms, leading to finished pieces of poetry to be submitted for evaluation. See attached sheet titled Poetry Anthology for content and marking rubric.
Due Date for Poetry Anthology: ______
4. Analysis of poetry (and introduction to TP-CASTT analysis) to help you become more knowledgeable about and attuned to various poets’ styles, game rules, and nuances of language and form, leading to your analysis of a poem to be submitted for evaluation. The work done here will help you with the Poem Analysis Seminar and on the final exam.
5. Poem Analysis Seminar – see attached handout for more details.
Due Date: ______
6. Poets’ Circle Discussions – For four classes we will discuss your poetry. On day before the discussion, please submit to me (preferably electronically) at least one poem. The first Poets’ Circle will be anonymous; unless you choose to tell your classmates which poem(s) is (are) yours. It is best to submit poems that you intend to use for the poetry anthology. This way you will receive helpful feedback for editing/revision purposes.
Poets’ Circle Instructions
Tasks
v Read the poems in the handout package.
v Make annotations on the package – things like
Ø What works, doesn’t work for you in a poem
Ø Questions you have about the meaning, etc.
Ø Suggestions for revisions
Ø What you really like
Ø What you might to learn about your own poe m
§ How does it affect the reader?
§ Is there anything that is unclear?
§ Are there any suggestions for changes?
v Take turns reading the poems out loud. Have one person read a poem and then discuss that poem as a group. Try to spend 3-5 minutes on each poem.
v Share your annotations with the rest of the group. Please remember to respect your peers – people are often quite sensitive about their writing – especially their poetry, as it is often very personal. Consider starting comments with phrases like
Ø This bit doesn’t feel right for me because …
Ø I think that this part could be more effective if …
Ø I don’t understand what …. is trying to convey. Perhaps it could be phrased more clearly.
Ø Another way to express … would be to do …
v Take notes about your own poem, and ask questions to help you improve its effectiveness. Listen carefully as someone else reads your poem out loud. Make note of parts / words that don’t sound right and how the poem flows. Places where the reader trips often indicate areas that need to be fixed.
v Save these notes / annotated copies of your poems to hand in with your anthology.
Notes:
Poetry Anthology
Write at least one example for all of the poetry activities from class. This includes the seven forms (haiku, imagist, pantoum, sonnet, ghazal, ballad, narrative) and the spark activities (5 of 8 possibilities). Rough versions of all of these are part of your anthology. Polish 7-10 poems.
Presentation: All good copies must be typed; indicate the type of poem at the top of the page. Include all rough work at the back of the portfolio. Reflection paragraph description is on page with rubric.
Annotations: A second, annotated copy, of each original poem must be included. Annotations must show the rhythm, rhyme, poetic devices, and topics required based on the following:
Guidelines / Descriptions
Imagist Poem of at least five lines – must employ imagery and precision; emphasis on the musical phrase; line breaks must add emphasis and/or aid flow.
Two Haiku - a typically three line poem of 17 syllables (5;7;5), where the topic is an aspect of nature. A good haiku should be short in length, but provide a long thought. If you like haiku, consider a haiku cycle with at least four poems that go together in some way.
Pantoum - a minimum of four stanzas, of four lines each. If the poem is any smaller, the rhythm and structure of the piece are not established. Topics: likely a memory, common activity, repetitive idea
Sonnet - a fourteen line poem, with ten syllables (5 feet) in each line, and a rhyme scheme like one of those listed in class. Topic: an aspect of love.
Ghazal of at least five couplets – conform to the rhyme and refrain pattern; topics: love or a feeling of longing, yearning; line length throughout should be consistent
Narrative poem of at least seven stanzas – include a pattern of rhyme & rhythm; must convey a message
Literary Ballad of at least eight verses – detail a story, include dialogue, imagery, convey a theme, include rhythm & rhyme pattern of the literary ballad form
Your Choice – for those of you already writing poems or inspired to create your own with your own rules (or following a style not taught in class). In the annotations, indicate what the rules of the game are and any other useful information. Possible choices: spoken word; rap; song lyrics; cinquain; villanelle; free verse; other
Spark Activities:
These will vary in length but should be at least the length of an imagist poem
1. Cummingese poem
2-4. Wordpool activities
– objects & labels
– lying to tell an emotional truth
– listening to your shadow
5. Natural world inspiration
6. Art inspiration
7. Skin spinoff – loaded words and colour
8. Open the window – freedom to express (might tie to shadow)
Poetry Anthology
After completing your anthology, write a reflection of 250 - 400 words that covers personally useful aspects of the following prompts.
1. Identify and explain any specific creative choices you made throughout the writing process. You could explain the relationship between your choices of content, form, stylistic elements, and techniques and audience; identify and explain improvements in your writing skills and changes in personal writing style.
2. Explain how your own beliefs or values or experiences are revealed in your final poems. You could explain how you intend a poem or more should affect the reader's impression of the subject; explain the significance of images in the poems that reflect specific personal or cultural experiences.
3. Identify areas of strength and weakness as a poet, and the steps you can take to improve. You could explain difficulties with revising a poem, how you overcame them; identify a gap in skills, and strategies to improve.
Insufficient / Level 1 / Level 2 / Level 3 / Level 4B1 Generating Ideas & Experimenting with Forms & Style
Attempts/drafts of class poetry activities / Missing significant number of poems; / Roughs for some poem activities; / Roughs for most poem activities; / Roughs for all poem activities; / More than one rough for all poem activities;
B2 Drafting & Revising (annotated versions contribute to this)
* Content / subject / message + suitability with form; Elements of form
* Use of poetic devices, diction
* evidence of revision to improve content / Missing significant number of poems;
no annotations
elements, content does not suit
Major issues with poetic devices, diction
Lacking evidence of revision / For few poems:
Key elements missing / poorly used; don’t support content
Lacking originality or subtlety, use of poetic devices, diction
Little evidence of revision / For some poems:
Some elements present; mostly suitable for content
Some originality, use of poetic devices, uneven diction
Some evidence of revision / For all poems:
Most elements or content present; supports message
Solid use of poetic devices, diction
Evidence of revision / For all poems:
Form & content used to underscore topic / theme / message
Innovative / imaginative use of poetic devices, diction
Evidence of careful revision
B3 Editing & Proofreading
Sp., Gr., use of punctuation / Lacking evidence of editing & proofreading – many errors / typos; needs punctuation / Little evidence of editing & proofreading – errors (typos); more punctuation would aid clarity / Some evidence of editing & proofreading – errors; uneven punctuation / Evidence of editing & proofreading – a few errors; useful punctuation / Evidence of careful editing & proofreading – few errors; punctuation used insightful
B4 Poets’ Circle notes & contributions
Submitting poems for circle discussions; Annotating poems; Contributing to discussions / No Poets’ Circle notes submitted; poor or no contributions in groups sessions / Ps’ C notes poorly completed; few contributions &/or only participated in a few of the sessions / Ps’ C notes somewhat completed; some contributions made in group sessions / Ps’ C notes completed; useful contributions made in group sessions / Ps’ C notes thoroughly completed; insightful contributions made in group sessions
C1. Metacogition
Creative choices & prose skills
Personal beliefs, values, experiences
Strengths, weakness, plans to improve / Not submitted; feels rushed / does not match content of pieces; lacks depth / Refl. paragraph present, but surface quality; feels rushed; poorly addresses creative choices and personal beliefs, values, experiences; strengths, weakness, plans / Reflection paragraph is present but uneven in depth, and unevenly addresses creative choices and personal beliefs, values, experiences; strengths, weakness, plans / Reflection paragraph is clear and addresses creative choices and personal beliefs, values, experiences; strengths, weakness, plans / Reflection paragraph is thorough and sophisticated, addressing creative choices and personal beliefs, values, experiences; strengths, weakness, plans
Comments
Poetry Unit – Poem Analysis Seminar
Each student will be part of a group discussion about a poem. The poem will be given out a few days ahead of time with some time available to work on the analysis in class. Students will discuss in a seminar format (small circle with notes and conversation) the analysis, form, interpretation, and TP-CASTT of the poem.
Each group will be given a ½ period to discuss the poem. The discussion order will be random. Thus students should be prepared to discuss on the first day of the seminars. At the end of the first day of the seminars, students will hand in their notes on the poem. The group that has not discussed on the first day will get their notes back on the second day.
This activity builds on the analysis and discussion days in class and allows students to demonstrate their knowledge, understanding, and analysis orally with written support. This activity should be treated as a test and not missed for a non-significant reason.
Before the seminar complete an analysis of the poem – including, but not limited to a TP-CASTT Step 1 and 2 analysis. Prepare to discuss the poem as part of a group.
Seminar Dates: ______
Group Members: ______
Other Sources:
If you consult other sources, you MUST submit a list, in works cited format, of those sources.
Not submitting a works cited constitutes plagiarism. Consequences will be given as merited.
Consult: in this context means look at, read, take notes from, paraphrase
Insufficient / Level 1 / Level 2 / Level 3 / Level 4A. Investigating Writing
1.3/4 analyze and assess the effectiveness of the elements of form and style using terms from poetry unit
K&U of poem content and TP-CASTT aspects
Depth of thought & analysis of poem; TP-CASTT step 2
Oral Communication & Written Notes to convey understanding and analysis
- combination of oral expression and written notes to show analysis / little to no contribution to analysis; little/thin/no notes
Surface level; mistakes; little contribution
Didn’t speak much; difficulties with expression; Notes missing, not submitted, very thin, mistakes, major omissions / Poor use / mistakes in use of TP-CASTT elements
Uneven, mistakes in analysis; little depth; little use of TP-CASTT step 2
Often unclear, too soft / fast / slow, uncertain of content; Poor notes / mistakes / lacking organization / Some use of TP-CASTT elements; mistakes
Uneven or mistakes in analysis; some depth of analysis; some use of TP-CASTT step 2
At times unclear, too soft / fast / slow, uncertain of content; Some notes / some organization / Solid use of TP-CASTT elements
Thoughtful analysis and assimilation of Step 2
Clear, cohesive reference to some notes; Solid notes; clearly organized / Superb and appropriate use of TP-CASTT elements
Subtle & incisive analysis and assimilation of Step 2
Nuanced, specific, loud enough, needed few notes; Thorough notes, insightfully arranged
Comments:
Spark Activities – need 4 periods worth of activities
Introduction to Spark
Pg 179-181 – fear of poetry – W’s N intro to poetry writing assignment
Pg 75 – snowflakes and secrets – [my note says to give this out early] – freedom to be poets – celebrate your special vision
Pg 156-163 –controlled abandon – writers on writing handout – essentially my philosophy about poetry
From Poemcrazy by Susan Goldsmith Wooldridge
Pg 19 – most mad and moonly – e. e. cummings poetry
- need some e. e. cummings poems – some in Themes on a Journey; more found online
- pair this with using the magnetic poetry sets
- good first spark activity
Pg 14 – The answer squash
- need a roll of tickets/small paper pieces to create a wordpool / word tickets