PowerPoint Slides September 1923, 2011
English III
September 19th, 2011: I Can
• I can write a poem about myself using telling
details, sensory language, and vivid pictures to
tell who I am and my experiences.
Song of Yourself
• Review of group work with “Song of Myself.”
▫ What was the form?
▫ How does Whitman introduce his origin?
▫ How does Whitman use Metaphor in “Song of
Myself?”
▫ What vivid pictures do we see in this poem?
▫ Are there other devices we have not covered?
What was the form?
• It was a free verse poem.
Walt Whitman’s Origin
• Example
▫ Born here of parents born here from parents the
same, and their parents the same,
Metaphor
• We identified grass as the common metaphor
throughout section six of the poem, and notice
many others as well.
What vivid pictures did you see?
• We see spotted hawks
• White heads of old mothers
• Blades of grass.
What have we forgotten?
• There is repetition
▫ I CELEBRATE myself, and sing myself,
And what I assume you shall assume,
▫ I loafe and invite my soul,
I lean and loafe at my ease observing a spear of
summer grass.
What have we forgotten?
• There is parallelism
▫ Or I guess it is the handkerchief of the Lord,
A scented gift and remembrancer designedly
dropt,
Bearing the owner's name someway in the
corners, that we may see
and remark, and say Whose?
▫ Or I guess it is a uniform hieroglyphic,
And it means, Sprouting alike in broad zones
and narrow zones,
Growing among black folks as among white,
What have we forgotten?
• There is Anaphora
▫ It may be you transpire from the breasts of young
men,
It may be if I had known them I would have loved
them,
It may be you are from old people, or from
offspring taken soon
How would your song sound?
• You will now write a section similar to
Whitman’s celebrating yourself.
▫ Daily Assignment 30 Points
 5 points: Section includes writer’s origins
 10 points: Section gives an idea of who the writer is
now.
 15 points: Section utilizes two poetic devices
common to Whitman: metaphor, repetition,
parallelism, or imagery.
 Poem must be 18 lines long
Exit
How did your song sound?
September 20th, 2011: I Can
I
can find and explain words, phrases, or lines
that create a mood in Robert Frost’s
“Acquainted with the Night.”
Before Our Activity
• We need to reinforce group activity expectations.
What Group Work Looks Like
What Group Work Should Not Look
Like
Group Work
• Now lets do an in-class demonstration.
September 21th, 2011: I Can
I
can find and explain words, phrases, or lines
that create a mood in Robert Frost’s
“Acquainted with the Night.”
Literary Gala
• Yesterday Mrs. Reid stopped by to talk about the
Literary Gala.
• If you are interested please sign up in the library.
• You can get prizes.
• You can also receive extra credit and use the
book for the Gala for your next book talk.
What is mood?
• Mood is the feeling or atmosphere that a writer
creates for the reader.
▫ This can be created with the following:






Connotation of words
Imagery
Figurative Language
Sound
Rhythm
Descriptive Details
Lets Identify as a Class
Winter Garden
Stark naked flower stalks
Stand shivering in the wind.
The cheerless sun hides its black light
Behind bleak, angry clouds,
While trees vainly try
To catch their escaping leaves.
Carpets of grass turn brown,
Blending morosely with the dreary day.
Winter seems the death of life forever.
Lets Identify as a Class
• What was the mood?
• What led you to that conclusion?
One More For Good Measure
Spring Garden
Stunningly dressed flower stalks
Stand shimmering in the breeze.
The cheerful sun hides playfully
Behind white, fluffy, cotton-ball clouds,
While trees whisper secrets
To their rustling leaves.
Carpets of grass greenly glow
Blending joyfully with the day.
Spring brings life to death.
Lets Identify as a Class
• What was the mood?
• What led you to that conclusion?
Before We Break
• Turn to page 1001, follow along as I read. Just
absorb the words and think about how it makes
you feel.
The Task
• You will partner up with one to two people near
you.
• You will receive a mood card. In your groups you
will look back at this poem and find lines that
match your mood.
• Then you will share with the class your mood
and explain how your mood was represented
▫ Telling us the words or phrases.
▫ Why you choose those words or phrases.
▫ A personal connection your group found.
What is the form of this poem?
• Is this
a. Conventional
b. Organic poem
Why?
Exit Slip
• Use your mood card and write about a time
when you were in that particular mood.
▫ Think of how Frost created that mood.
▫ For example don’t say I was stubborn once.
 USE WORDS TO DESCRIBE IT.
September 22nd, 2011: I can
• I can examine how the form and content of a
poem affects my reading.
Before we Start
• Tomorrow
▫ Word Log Check
▫ Quiz
▫ Independent Reading Time
 Remember your books.
In Your Notes
• Rhythm-the flow of sound created by stressed or
unstressed syllables in a line.
▫ Stressed=′
▫ Unstressed= ̆
In Your Notes
• Meter- the repetition of a regular rhythmic unit
in a line of poetry.
▫ A foot is each unit.
 Each foot contains:
 One stressed
 One or two unstressed
In Your Notes
• Blank Verse- A poem written in iambic
pentameter.
In Your Notes
• Iambic pentameter
▫ Iamb- two syllables, unstressed-stressed, as in
“today.”
▫ Pentameter- five feet per line.
The Rhythm
• da Dum /da Dum/ da Dum/ da Dum/ da Dum
• Example
To
da
swell
Dum
the
da
gourd, and
Dum da
plump the
Dum da
haDum
-zel
da
shells
Dum
To help you understand it a little bit
more.
• http://www.youtube.com/watch?v=ArrR66OSa
0Q
Individually
• Now we have a greater understanding of Iambic
Pentameter.
▫ I want you to individually write two lines in
Iambic Pentameter about growing up/living in
Pendleton County.
Groups
• Now I want you to get in groups with people who
have the same number as you.
• You will now take your two lines and figure out a
way to make a short poem mixing up the order
of your two lines.
Sharing time
• When you share.
▫ Each person has to read their lines in order to
receive credit.
Group Exit Slip
Turn in your poem and answer the following as a
group.
1. What made your group place your lines in that
order?
2. What is Iambic Pentameter?
September 23rd, 2011: I can
• I can examine how the form and content of a
poem affect my reading.
Yesterday
• What is Iambic Pentameter?
Before We Break
• Turn to page 1002, listen while I read “Mending
Wall,” by Robert Frost.
The First Few Lines
Something there is that doesn't love a wall,
That sends the frozen-ground-swell under it,
And spills the upper boulders in the sun,
And makes gaps even two can pass abreast.
1. What is the meter?
2. Where does it change?
3. What effect does that have?
In Groups
• Each group will be responsible for answering
their respective section of the form worksheet.
• If you are in group one you have section one,
group two you will have section two, and so on.
▫ You have seven minutes to complete your section.
Class Review
• Each group share your findings.
Exit Slip
▫ In the blank section of worksheet
• Analyze line 45 for form and content
• Below the grid, explain what effect this line left
on you.
September 23rd, 2011: I can
• I can determine the meaning of words found
in the ACT vocabulary list.
Book Talk
• There are copies of the book talk worksheet.
▫ If you have any questions now is the time.
Word Log Review
• Last Week’s Words
▫ Abhor to hate or detest.
▫ Abstinence to refrain from something.
▫ Abstruse hard to understand.
▫ Acclaim to praise.
▫ Accord to be in agreement.
Word Log Review
• This Week’s Words
▫ Animosity bitter hostility.
▫ Antagonistic hostile.
▫ Apathetic lacking interest.
▫ Appease to bring peace, quiet, or calm.
▫ Arbitrary
 Determined by impulse or chance, without reason.
Quiz
• Remove word logs and other items from your
desk.
• Once you have finished it is your time to silently
read.
Exit Slip
• Write me five sentences about your book ,
including what has happened in your book so far
and what is your opinion of this book?