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yoPoetry in Motion!

Name: _________________________n__________ Period___________ Its one of the best times in 7th grade! Its time to be creative! During the next 3 weeks, we will be learning about the many different types of poetry, exploring meanings, writing our own, and creating poetry in motion! The attached calendar displays all due dates and activities planned so make sure you ask questions! This unit will contain 100 points. Make sure you pay attention to deadlines and directions in order to achieve the best grade you can! Points will be deducted for late work! Unit Break Down: 4 Homework Poems 20 pts. (5 each) 1 Project Proposal 5 pts. 1 I-Movie Project 50 pts. Oral Interpretation 10 pts. Take Home Quiz 15 pts. We will be writing and reading poems throughout the unit. Creative poems will then be assigned for homework. We will work in groups to create a proposal and i-movie that will be a visual interpretation of a poem of the groups choice. We will choose our favorite poems and orally present them to the class. We will complete a take home quiz.

Be creative! Have fun! And show us what you can do!

Student Grading Sheet Student Grading Sheet Name: __________________________ Name: __________________________ Period: __________________________ Period: __________________________ Homework Poem 1 _____ / 5 Homework Poem 2 _____ / 5 Homework Poem 3 _____ / 5 Homework Poem 4 _____ / 5 Group Proposal _____ / 5 Group I-Movie _____ / 50 Oral Interpretations _____ / 10 Take Home Quiz _____ / 15 Total: _______/100 Total: _______/100 Comments: ________________________________ Comments: ________________________________ Take Home Quiz _____ / 15 Oral Interpretations _____ / 10 Group I-Movie _____ / 50 Group Proposal _____ / 5 Homework Poem 4 _____ / 5 Homework Poem 3 _____ / 5 Homework Poem 2 _____ / 5 Homework Poem 1 _____ / 5

________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________

________________________________ ________________________________ ________________________________ ________________________________

Homework Rubric Name: __________________________ Period: __________ Did I follow directions Did I do my best? 0 1 2 0 1 2

Total

___/ 5 Homework Rubric

Name: __________________________ Period: __________ Did I follow directions Did I do my best? 0 1 2 0 1 2

Is my assignment on time? 0 1 Total ___/ 5 Homework Rubric Name: __________________________ Period: __________ Did I follow directions Did I do my best? 0 1 2 0 1 2

Is my assignment on time? 0 1 Total ___/ 5 Homework Rubric Name: __________________________ Period: __________ Did I follow directions Did I do my best? 0 1 2 0 1 2

Is my assignment on time? 0 1 Total ___/ 5 Homework Rubric Name: __________________________ Period: __________ Did I follow directions Did I do my best? 0 1 2 0 1 2

Is my assignment on time? 0 1 Total ___/ 5 Homework Rubric Name: __________________________ Period: __________ Did I follow directions Did I do my best? 0 1 2 0 1 2

Is my assignment on time? 0 1

Is my assignment on time? 0 1 Total ___/ 5

Lights, Camera, ActionYoure the Director! Name: ______________________________ Period: _______________

This project is worth a total of 55 points towards your final poetry unit grade! 5 points Group Proposal and 50 points I-Movie Project

Directions: In pairs, your partner and you will use research materials to
locate a poem that has special meaning to both of you or one that you both just really enjoyed reading. After selecting a poem, you and your partner will create an i-movie using the laptops that visually explains your poem. For example, if you find a poem that deals with shooting a basketball, you will want to create a movie that shows someone preparing to play, stepping up to the line, dribbling the ball, shooting, etc, all while you hear the poem in the background. There are no limits to where your creativity can go, as long as we can understand your interpretation of the poem. You will have multiple class periods to find a poem, gather, shoot and record your audio and video components, and develop your movie.

Requirements:

You must: 1. Develop a proposal that includes (5 points): - the names of you and your partner - 1 copy of the poem your group chose - an explanation of your action plan (whats your movie going to be like) DUE ON THURSDAY, APRIL 5, 2007! 2. Create an I-movie that includes (50 points): - a title screen introducing your poem, its author, and your names - the poem audibly recorded with a minimum of 10 lines. - video and still images that reflect your groups interpretation(s) - closing credits DUE ON WEDNESDAY, APRIL 11, 2007! You will most likely need to adjust the speed of the poem (audio) in order to accomplish the goals of the poem (video). Please keep in mind we will let you know if your poem doesnt fit the activity. So poems might be too short or too long. Aim to keep your video between 2-3 minutes from start to finish! Questions ------???? ------ASK -------!!!!!!

I-MOVIE Rubric Names: __________________________ __________________________ The poem visually and audibly represents an interpretation of the poem. ________ / 10 The poem/movie meets required length guidelines. (Minimum word count, length) ________ / 5 We used: audio in our movie ________ / 5 video in our movie. ________ / 5 still images in our movie ________ / 5 Period: __________________________

The movies audio and video match up, look organized and make sense. ________ / 10 The movie has both opening title screens and closing credits. ________ / 5 Our group used our time wisely, worked efficiently, and finished on time. ________ / 5 Group Proposal ________ / 5

Total: ________/ 55 Comments: ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________

Say it, drop it, slam it, yell itjust bring it!
Name: ______________________________ Period: _______________

This activity is worth a total of 10 points towards your final poetry unit grade!

Directions: During this unit, you have written at least 4 poems and read
many others. This activity will allow you to share your favorites by presenting them to the class. Oral Interpretation is a dramatic art that is also commonly called "interpretive reading" or "dramatic reading." Your goal is to select a poem that has great meaning to you. It can be from another author or one of your own. You will present it to the class by dramatically reading it. Add in your own style. Show us your expression! There are no limits to where your creativity can go, as long as you display your interpretation of the poem you choose.

Requirements:

You must: 1. Dramatically read and perform the poem to the class. - The poem you perform must be at least 10 lines. 2. Give a brief explanation about why you chose the poem you did. - What you liked about the poem. - Why you chose the poem. - Why you performed the poem the way you did. - Etc.

BE PREPARED TO PRESENT ON FRIDAY, APRIL 13, 2007!

Questions ------???? ------ASK -------!!!!!!

Oral Interpretation Grading Sheet Name: __________________________ Period: __________________________ Poem: ________________________________ ________________________________ Presented 1 poem: 0 2

Oral Interpretation Grading Sheet Name: __________________________ Period: __________________________ Poem: ________________________________ ________________________________ Presented 1 poem: 0 2

Dramatic Presentation of poems: 0 Explanation of choices: 0 1 2 3 4 1 2 3 4

Dramatic Presentation of poems: 0 Explanation of choices: 0 1 2 3 4 1 2 3 4

Total: _______/10 Comments: ________________________________

Total: _______/10 Comments: ________________________________

________________________________ ________________________________ ________________________________

________________________________ ________________________________ ________________________________

Poetry Unit Assignment 1


Name: _______________________________________________ Period: _________________ Limericks Learn: A limerick is a poem with 5 lines with strict meter. The first line usually introduces a character and place. They traditionally end with a place. Some may use alliteration and assonance. Lines 1, 2, and 5 usually contain 7-10 syllables. Lines 3 and 4 contain 5-7 syllables. The Rhyme Scheme is a-a-b-b-a Define: Meter: ______________________________________________________________ Assonance: ____________________________________________________________ Some ships in distress cannot live on the sea. Practice: Organize your thoughts for writing: 1. Think of a person _____________________________________________________________ 2. Think of a description of that person, or a place where they might be found: _____________________________________________________________________________ _ 3. Think of a situation for that person to handle: _______________________________________

4. Think of an outcome for that situation (might include a place) _____________________________________________________________________________ _ There was an Old Man with a beard, There was a Young Lady whose Who said, 'It is just as I feared! eyes, Two Owls and a Hen, Were unique as to colour and Four Larks and a Wren, size; Have all built their nests in my beard!' When she opened them wide, People all turned aside, And started away in surprise. But in handing his daughter, Limericks by Edward He fell into the water, Lear Which drowned that Old Person of Cadiz.

There was a Young Lady of Portugal, Whose ideas were excessively nautical: She climbed up a tree, To examine the sea, But declared she would never leave Portugal.

The was a Young Lady of Bute, Who played on a silver-gilt flute; She played several jigs, To her uncle's white pigs, That amusing Young Lady of Bute.

Limericks by young students

There was an Old Person of Basing, Whose presence of mind was amazing; He purchased a steed, Which he rode at full speed, And escaped from the people of Basing.

There was a small boy from Maine Who couldnt remember his name. His friends thought him dumb When he sucked on his thumb So he left town on a train. by Luis (9) and Lezly (9)

There was an Old Person of Cadiz, Who was always polite to all ladies;

There was an old man from Spain Who liked to fight bulls in the rain But one day he fell And no one could tell That he was in very bad pain. by Javier (9) and Steven (9)

Which made a big splash And then she was hit by a train. by Ismael (9) and Edgar D. (10) There was a small boy from our school Who really thought himself cool. The girls thought him great And a rather nice date But we think that he was a fool. by Jesse (10) and Christopher (9)

There was an old woman from Maine Who liked to drive cars in the rain But one day she crashed Homework 1 Date: __________________ 5 Points

Your assignment is to create 2 limericks 1. Must follow limerick rhyme scheme: a-a-b-b-a ________________________________________________________________ Homework 1 Date: __________________ 5 Points Your assignment is to create 2 limericks 1. Must follow limerick rhyme scheme: a-a-b-b-a ________________________________________________________________ Homework 1 Date: __________________ 5 Points Your assignment is to create 2 limericks Requirements: 1. Must follow limerick rhyme scheme: Requirements: Requirements:

a-a-b-b-a

________________________________________________________________ Homework 1 Date: __________________ 5 Points Your assignment is to create 2 limericks Requirements: 1. Must follow limerick rhyme scheme:

a-a-b-b-a

Poetry Unit Assignment 2


Name: _______________________________________________ Period: _________________ Lyric Poetry Learn: Lyric poetry is a little different than regular poetry. Rather than telling a story, the poet attempts to talk directly to the reader; it can be very personal. Sometimes there are specific characters or actions, but mostly ideas, feelings, perceptions, etc. Very often the poems are written in a very rhythmic, singable way. Themes of lyric poetry often include love, nature, and state of mind. Common constructions of lyric poetry include rhyme and alliteration. Rhyme: repetition of identical or similar sounds at the end of two or more different words: tree, knee ; stop, top ; blow; river, shiver Alliteration: the repetition of words with the same first letter: The tree bowed beautifully to the bright, blissful bay. Some famous lyric poets include: William Shakespeare Emily Dickinson

Geoffrey Chaucer Dante Alighieri

E.A. Poe Practice: 1. Create 5 pairs of rhyming words

William Blake

2. Create 2 sentences using alliteration.

The Tiger Asks Blake For A Bedtime Story By William Blake

When I sent to fetch your meat I confess that I did eat half the roast and all the bread. William, William, writing late by the chill and sooty grate, what immortal story can make your tiger roar again? He will never know, I said.

When I was sent to fetch your drink, I confess that I did thin you would never miss the three lumps of sugar by your tea.

Only William Blake can tell tales to make a tiger well.

Now I lay me down to sleep with bear and rabbit, bird and

Soon I saw my health decline and I knew the fault was mine.

sheep. If I should dream before I wake, may I dream of William Blake.

Homework 2 Date: __________________ 5 Points Your assignment is to create a lyric poem with a minimum of 8-10 lines. Requirements: 1. Must include an example of alliteration 2. Must include multiple examples of rhyme Remember to base your poem around personal ideas, feelings, perceptions, love, nature, state of mind, etc. ________________________________________________________________ Homework 2 Date: __________________ 5 Points Your assignment is to create a lyric poem with a minimum of 8-10 lines. Requirements: 1. Must include an example of alliteration 2. Must include multiple examples of rhyme Remember to base your poem around personal ideas, feelings, perceptions, love, nature, state of mind, etc.

________________________________________________________________ Homework 2 Date: __________________ 5 Points Your assignment is to create a lyric poem with a minimum of 8-10 lines. Requirements: 1. Must include an example of alliteration 2. Must include multiple examples of rhyme Remember to base your poem around personal ideas, feelings, perceptions, love, nature, state of mind, etc.

Poetry Unit Assignment 3


Name: _______________________________________________ Period: _________________ Haiku Learn: Haiku is a very popular form of Japanese poetry. Traditional Haiku take on the form of 5 syllables on the first line, 7 syllables on the second line, and 5 on the third. Similar to lyrics, haikus often do not have a specific character. They usually deal with nature, the seasons, states of mind, thoughts, etc. Traditional Japanese haiku do not translate in the exact scheme into English. Yet, in native tongue, they do follow 5-7-5. Practice: Writing Haiku

Topic: __________________ 1st line (5)

2nd line (7)

3rd line (5)

Kobayashi Issa (1763-1827)

Other Examples

The snow is melting and the village is flooded with children.

Covered with flowers, Instantly Id like to do, In this dream of ours

In this world we walk on the roof of hell, gazing at flowers.

Ill set a journey To reach the moon, not looking back Reaching for the stars

Children imitating cormorants are even more wonderful than cormorants. The red blossom bends and drips its dew to the ground. Like a tear it falls

Homework 3 Date: __________________ 5 Points Your assignment is to create 3 haikus Requirements: 1. Must follow haiku scheme: 5-7-5 2. One theme must be about nature (the seasons) 3. One theme must be about school

________________________________________________________________ Homework 3 Date: __________________ 5 Points Your assignment is to create 3 haikus Requirements: 1. Must follow haiku scheme: 5-7-5 2. One theme must be about nature (the seasons) 3. One theme must be about school

________________________________________________________________ Homework 3 Date: __________________

5 Points Your assignment is to create 3 haikus Requirements: 1. Must follow haiku scheme: 5-7-5 2. One theme must be about nature (the seasons) 3. One theme must be about school

Poetry Unit Assignment 4


Name: _______________________________________________ Period: _________________ Sonnets Learn: Sonnet comes from the Italian word sonetto meaning little song. There are many popular types of sonnets including the Italian sonnet and the most familiar, the English sonnet, or the Shakespearean sonnet. Shakespeare became the most widely known poet to use the English version, thus its name. Define: Quatrain: ______________________________________________________________ Couplet: ______________________________________________________________ Iambic pentameter: ______________________________________________________ Sonnet Equation: (3 X Quatrain)+ Couplet = Sonnet

Rhyme Scheme:

a-b-a-b, c-d-c-d, e-f-e-f, g-g.


Practice: Label The Sonnet: Shakespeares Sonnet 18 But thy eternal summer shall not fade Nor lose possession of that fair thou owest; Nor shall Death brag thou wander'st in his shade, When in eternal lines to time thou growest: So long as men can breathe or eyes can see, So long lives this and this gives life to thee.

Shall I compare thee to a summer's day? Thou art more lovely and more temperate: Rough winds do shake the darling buds of May, And summer's lease hath all too short a date: Sometime too hot the eye of heaven shines, And often is his gold complexion dimm'd; And every fair from fair sometime declines, By chance or nature's changing course untrimm'd;

Shakespearean Sonnet 126 O thou, my lovely boy, who in thy power Dost hold Time's fickle glass, his sickle, hour; Who hast by waning grown, and therein show'st Thy lovers withering as thy sweet self grow'st; If Nature, sovereign mistress over wrack, As thou goest onwards, still will pluck thee back, She keeps thee to this purpose, that her skill May time disgrace and wretched minutes kill. Yet fear her, O thou minion of her pleasure! She may detain, but not still keep, her treasure: Her audit, though delay'd, answer'd must be, And her quietus is to render thee.

On His Being Arrived to the Age of Twenty-three By John Milton

(Italian Sonnet) How soon hath Time, the subtle thief of youth, (a) Stolen on his wing my three and twentieth year! (b) My hasting days fly on with full career, (b) But my late spring no bud or blossom shew'th. (a) Perhaps my semblance might deceive the truth, (a) That I to manhood am arrived so near, (b) And inward ripeness doth much less appear, (b) That some more timely-happy spirits indu'th. (a) Yet be it less or more, or soon or slow, (c) It shall be still in strictest measure even (d) To that same lot, however mean or high, (e) Toward which Time leads me, and the will of Heaven. (d) All is, if I have grace to use it so, (c) As ever in my great Task-master's eye. (e)

Homework 4 Date: __________________ 5 Points Your assignment is to create a sonnet. Requirements: 1. Must follow Shakespearean sonnet form: 3 Quatrains and a Couplet A-B-A-B C-D-C-D E-F-E-F G-G

________________________________________________________________ Homework 4 Date: __________________ 5 Points Your assignment is to create a sonnet. Requirements: 1. Must follow Shakespearean sonnet form: 3 Quatrains and a Couplet

A-B-A-B

C-D-C-D

E-F-E-F

G-G

________________________________________________________________ Homework 4 Date: __________________ 5 Points Your assignment is to create a sonnet. Requirements: 1. Must follow Shakespearean sonnet form: 3 Quatrains and a Couplet A-B-A-B C-D-C-D E-F-E-F G-G

Take Home Quiz Due 4/16/07! Name: _______________________________________ 1. Define terms 1 pt. each:

______/ 15 Period: _______________

a. simile: ___________________________________________________________________ ___________________________________________________________________ b. hyperbole: ___________________________________________________________________ ___________________________________________________________________ c. alliteration: ___________________________________________________________________ ___________________________________________________________________ d. metaphor: ___________________________________________________________________ ___________________________________________________________________

e. onomatopoeia: ___________________________________________________________________ ___________________________________________________________________

2. Identify usage: (Use letters from previous section- a simile, b hyperbole) (1 pt. each)
1. The poets language was as beautiful as the morning sky. 2. My day was going well until my favorite pencil went, SNAP! 3. I was so hungry I could eat a horse. 4. The tired tiger tried to tear through the thick meat. 5. After dinner, we ate a piece of chocolate that was darker than the night sky. __________ __________ __________ __________ __________

3. Making Connections. Identify the type of figurative language used in the following examples by FIRST underlining the examples, THEN defining the usage. (2 pts. Each)

A. Then up and spake an old sailor, Had sailed to the Spanish Main, "I pray thee, put into yonder port, For I fear a hurricane."

B. Why does a boy whos fast as a jet Take all dayand sometimes two To get to school?

John Ciardi, "Speed Adjustments" -Henry W. Longfellow, "The Wreck of Hesperus"

Usage: __________________________

Usage: __________________________

4. Writing Write your own example of a metaphor! (Be ORIGINAL)

_____________________________________________________________________________________ _____________________________________________________________________________________

5. Bonus There are 4 examples of onomatopoeia in this poem. Identify 3 of 4!

Cynthia in the Snow - Gwendolyn Brooks


It SHUSHES It hushes The loudness in the road. It flitter-twitters, And laughs away from me. It laughs a lovely whiteness, And whitely whirs away, To be Some otherwhere, Still white as milk or shirts, So beautiful it hurts. 1.__________________________________ 2.__________________________________ 3.__________________________________ 4.__________________________________

The Life Graph of: __________________________________ in Period ____________ +6 +5 +4 +3 +2 +1 0 -----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------1 -2 -3 -4 -5 -6

The Pig By Roald Dahl


In England once there lived a big And wonderfully clever pig. To everybody it was plain That Piggy had a massive brain. He worked out sums inside his head, There was no book he hadn't read. He knew what made an airplane fly, He knew how engines worked and why. He knew all this, but in the end One question drove him round the bend: He simply couldn't puzzle out What LIFE was really all about. What was the reason for his birth? Why was he placed upon this earth? His giant brain went round and round. Alas, no answer could be found. Till suddenly one wondrous night. All in a flash he saw the light. He jumped up like a ballet dancer And yelled, "By gum, I've got the answer!" "They want my bacon slice by slice "To sell at a tremendous price! "They want my tender juicy chops "To put in all the butcher's shops! "They want my pork to make a roast "And that's the part'll cost the most! "They want my sausages in strings! "They even want my chitterlings! "The butcher's shop! The carving knife! "That is the reason for my life!" Such thoughts as these are not designed To give a pig great piece of mind. Next morning, in comes Farmer

Bland, A pail of pigswill in his hand, And piggy with a mighty roar,Bashes the farmer to the floor

Now comes the rather grizzly bit So let's not make too much of it, Except that you must understand That Piggy did eat Farmer Bland, He ate him up from head to toe, Chewing the pieces nice and slow. It took an hour to reach the feet, Because there was so much to eat, And when he finished, Pig, of course, Felt absolutely no remorse. Slowly he scratched his brainy head And with a little smile he said, "I had a fairly powerful hunch "That he might have me for his lunch. "And so, because I feared the worst, "I thought I'd better eat him first."

SARAH CYNTHIA SYLVIA STOUT By Shel Silverstein

Sarah Cynthia Sylvia Stout Would not take the garbage out! She'd scour the pots and scrape the pans, Candy the yams and spice the hams, And though her daddy would scream and shout, She simply would not take the garbage out. And so it piled up to the ceilings: Coffee grounds, potato peelings, Brown bananas, rotten peas, Chunks of sour cottage cheese. It filled the can, it covered the floor, It cracked the window and blocked the door With bacon rinds and chicken bones, Drippy ends of ice cream cones, Prune pits, peach pits, orange peel, Gloppy glumps of cold oatmeal, Pizza crusts and withered greens, Soggy beans and tangerines, Crusts of black burned buttered toast, Gristly bits of beefy roasts. . . The garbage rolled on down the hall, It raised the roof, it broke the wall. . . Greasy napkins, cookie crumbs, Globs of gooey bubble gum,

Cellophane from green baloney, Rubbery blubbery macaroni, Peanut butter, caked and dry, Curdled milk and crusts of pie, Moldy melons, dried-up mustard, Eggshells mixed with lemon custard, Cold French fries and rancid meat, Yellow lumps of Cream of Wheat. At last the garbage reached so high That it finally touched the sky. And all the neighbors moved away, And none of her friends would come to play. And finally Sarah Cynthia Stout said, "OK, I'll take the garbage out!" But then, of course, it was too late. . . The garbage reached across the state, From New York to the Golden Gate. And there, in the garbage she did hate, Poor Sarah met an awful fate, That I cannot now relate Because the hour is much too late. But children, remember Sarah Stout And always take the garbage out!