Students will use this best work portfolio to demonstrate their top poetry collections from our two week poetry unit. Students will write porems that convey sensory details unsing the ventions of poetry. After that, students will collect different forms of poetry to publish in their portfolio that showcase their highest quality of work. Information gathered on the summative assessment will be used to help better students learning and actively include students in their personal learning process. In the end, portfolios will be on display for Family Reading Night at the end of the month.
TEKS objective(s) covered:
§110.14. English Language Arts and Reading, Grade 3,
3(6) Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to describe the characteristics of various forms of poetry and how they create imagery (e.g., narrative poetry, lyrical poetry, humorous poetry, free verse
3(10) Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an author 's sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to identify language that creates a graphic visual experience and appeals to the senses.
3(17) Writing/Writing Process. Students use elements of the
Richard Blanco is a Cuban- American poet who was given the oppurunity to write an inaugaration poem for Barack Obama's second swearing-in. He wrote a poem titled "One Today" that praised the good and unique things about the United States and also the everyday people who's daily routines help to make America the proud country that it is.
In this essay I am going to compare and contrast ‘When we two parted’ a poem of George Gordon, Lord Byron’s written in 1815 and Letitia Elizabeth Landon’s ‘Love’s last lesson’ written in c1838, both poets are British and of the romantic period.
Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features
1. Demonstrate comprehension of a variety of informational, literary, and persuasive texts and they demonstrate their knowledge by using strategies to make meaning of various types of literary genres.
Looking back at the amount of writing I’ve done for AP Literature, I can see growth in my understanding of poetry and of literature. There are skills and concepts that I need to focus on and refine as I continue on through the class, but I am confident in the abilities that I have picked up so far.
Reflections Within is a non-traditional stanzaic poem made up of five stanzas containing thirty-four lines that do not form a specific metrical pattern. Rather it is supported by its thematic structure. Each of the five stanzas vary in the amount of lines that each contain. The first stanza is a sestet containing six lines. The same can be observed of the second stanza. The third stanza contains eight lines or an octave. Stanzas four and five are oddly in that their number of lines which are five and nine.
2. What are the symbolic significances of the candy store in Lawrence Ferlinghetti's "The Pennycandystore Beyond the El" (Geddes, 318)?
1) Extra Credit: 15 points on poetry analysis. It helps students to develop skills, such as: to recognize the writers' voice, presence, writing skill and to discover their unique voices
When students are studying English in high school there are many common misconceptions that they can begin to formulate. One of these misconceptions is that poetry is difficult. Students may find it difficult to relate to the themes or check out with rhythm and rhyme. Some may they think it’s outdated or cheesy, and getting them to write their own poetry can be a struggle. So many students groan at the thought of having to drudge through the works of Robert Frost and Emily Dickenson, and they roll their eyes at anything from William Shakespeare.
century. He was born in 1907 and died in 1973. W H Auden's full name
1. The image I get of the speakers grandmothers were that they were strong women and were very hard working.
When you hear the word “art,” the first thing that pops into your head is probably some sort of painting or sculpture. It would be unlikely that you would think of black words on a white page. I too, initially, think of some colorful masterpiece. However, over time, I have learned that those same feelings and colors can be replicated in my mind without the use of paint brush strokes and different color values, rather—with words. I always knew that poetry was an art form. Yet, through some further understanding of the components and elements that make up those lines and stanzas, my appreciation for poetry expanded from a two dimensional perspective to a new world that surrounds every inch of my brain. I am now able to identify different characteristics that help me navigate what I prefer in poetry so that I can seek out those works of art. My preference for poetry remained about the same throughout this course. However, I do link my deepened appreciation for poetry with what I learned.
For my final project, I chose to do it on a creative art form. I chose to complete my project using the creative art form of poetry. In my PowerPoint, I included an untitled poem written about the war on terrorism, inspired by writer Ralph Waldo Emerson and his poem The Humble Bee. As we face a world of the unknown, Emerson’s poem is one that stands out best as to how to face the world.
Throughout the course of the Creative Writing Poetry class, I feel as though I have learned a lot about the craft and my own work. This has all culminated in the completion of my portfolio and there are still various things that I have and learned and noticed while piecing it together.
Such various kinds of definitions and reflections on poetry indicate the fact that poetry is a rich literary fiction that offers brand new elements or vehicles for teaching English for creative teachers. Properly used, it may yield many advantages and facilitate the process of teaching.