Thursday, November 29, 2012

Quiz/The First Part Last

Agenda

Period 3
Hand in homework (grammar/chapbook)
Take Quiz

Period 4

The First Part Last by Angela Johnson

Pre-reading:
How do you think your life would change as a teenager if you suddenly had the
responsibility of raising an infant? Make a schedule of your life as it is now (look at your day planner) and then make a new one based on a life with baby.

Write a one page reflection about this life change and what it would mean for your reality.

Monday, November 26, 2012

Chapbooks/Grammar

Good Morning 9th Graders!

The rough draft of your chapbooks should be done by now. We will be spending some time putting the books together in class. Please remember that this is a chapbook (emphasis on the word book.) If you simply printed poems and stapled them together, your work will not be accepted. Please read the information below:

Q: I’ve been writing poetry for a few years now and want to publish some of my work. A friend suggested I publish a “chapbook” of my poetry. What is a chapbook, and how is it different from a regular book? —Cindy N.

A chapbook is a small collection of poetry, generally no more than 40 pages, that often centers on a specific theme, such as exotic foods or wild animals or Justin Bieber. It’s typically saddle-stitched (like a pamphlet or magazine) and is a format well suited to smaller print-runs.
Poets publish chapbooks instead of full-length books of poetry for a number of reasons, but perhaps the most common is that chapbooks are relatively inexpensive to produce. In fact, many poets take the DIY approach and print their chapbooks themselves. (If you’re so inclined, Poets.org which offers up an excellent step-by-step set of instructions on its website at poets.org/view
media.php/prmMID/21249.)
As difficult as it is to sell fiction to a publisher, it’s even harder to sell poetry. Producing a chapbook is an excellent way to give audiences a sampling of your writing and potentially sell your work for a nice little profit.
Plus, should your chapbook take off and sell at a healthy rate, it could serve as proof to publishers that there’s a market for you poetry. And that’s the best way to get their attention.
(writersdigest.com)

-Ms. Perez

Wednesday, November 21, 2012

Happy Thanksgiving!

Thank you for working so hard today. Please remember to get all of your missing work completed this weekend.

Your chapbooks will be due on Tuesday, if you are behind please catch up!

I am thankful for each and every one of you! Enjoy the long weekend. I will see you next week.

-Ms. Perez

Tuesday, November 13, 2012

Poetry Mini Project

Agenda
1. Hand in homework
2. Pass back work
3. Discuss Poetry Mini Project
4. Grammar
5. Questions about Thursday?
6. Homework: Grammar practice/rehearse coffeehouse piece

Thursday, November 8, 2012

Checklist


  • What is poetry prompts (10/22)
  • Free write poem (10/26)
  • Poetry prompt w/note card (10/26)
  • Love that dog discussion questions (10/26-11/1)
  • 3 versions of free write or new poem (10/26)
  • Fear poem (11/1)

Poetry/Grammar

Good Morning!

Many of you owe a lot of work. Today is the deadline. Please turn in what you have.

Period 3: We will work on a writing/poetry prompt, titled Memory and Imagination.

Period 4: Workshop/Grammar Practice

Monday, November 5, 2012

Regroup/Editing Poems!

Good Morning 9th Graders!

I hope you had a fantastic weekend and are ready to continue exploring the wonderful world of poetry!

AGENDA

Period 3
  1. Homework check!
  2. Did you enjoy Love That Dog?
  3. Some of you expressed concern about peer editing poetry. I am going to take some time to go over some ideas on how to give your peer's the best feedback you possibly can.
  4. We will then take some time to peer edit today's prompt using the strategies/ideas provided.
When looking at a specific poem you might want to ask yourself:
(writinghood.com)


1.          Who is speaking? What do you know about him/her?
2.          What is being said?
3.          How is it said?
4.          Where does the poem take place? Where was it written?
5.          When does the poem take place? When was it written?
6.          Why? This question should be asked lastly, because if we bog ourselves down with the why while we are reading or just after reading, then we might create meanings that are not intended…or come away lacking understanding or enjoyment of the poem…which may cause us to judge it negatively…or abort further interest in it…causing us to be less open to other poems.


Read more: http://writinghood.com/online-writing/six-questions-to-ask-after-reading-a-poem/#ixzz27fiWiP00


 Workshop
By Billy Collins b. 1941 Billy Collins

I might as well begin by saying how much I like the title.   
It gets me right away because I’m in a workshop now   
so immediately the poem has my attention,
like the Ancient Mariner grabbing me by the sleeve.

And I like the first couple of stanzas,
the way they establish this mode of self-pointing
that runs through the whole poem
and tells us that words are food thrown down   
on the ground for other words to eat.   
I can almost taste the tail of the snake   
in its own mouth,
if you know what I mean.

But what I’m not sure about is the voice,
which sounds in places very casual, very blue jeans,   
but other times seems standoffish,
professorial in the worst sense of the word
like the poem is blowing pipe smoke in my face.   
But maybe that’s just what it wants to do.

What I did find engaging were the middle stanzas,   
especially the fourth one.
I like the image of clouds flying like lozenges   
which gives me a very clear picture.
And I really like how this drawbridge operator   
just appears out of the blue
with his feet up on the iron railing
and his fishing pole jigging—I like jigging—
a hook in the slow industrial canal below.
I love slow industrial canal below. All those l’s.

Maybe it’s just me,
but the next stanza is where I start to have a problem.   
I mean how can the evening bump into the stars?   
And what’s an obbligato of snow?
Also, I roam the decaffeinated streets.
At that point I’m lost. I need help.

The other thing that throws me off,
and maybe this is just me,
is the way the scene keeps shifting around.   
First, we’re in this big aerodrome
and the speaker is inspecting a row of dirigibles,   
which makes me think this could be a dream.   
Then he takes us into his garden,
the part with the dahlias and the coiling hose,   
though that’s nice, the coiling hose,
but then I’m not sure where we’re supposed to be.   
The rain and the mint green light,
that makes it feel outdoors, but what about this wallpaper?   
Or is it a kind of indoor cemetery?
There’s something about death going on here.

In fact, I start to wonder if what we have here   
is really two poems, or three, or four,   
or possibly none.

But then there’s that last stanza, my favorite.
This is where the poem wins me back,
especially the lines spoken in the voice of the mouse.
I mean we’ve all seen these images in cartoons before,
but I still love the details he uses
when he’s describing where he lives.
The perfect little arch of an entrance in the baseboard,   
the bed made out of a curled-back sardine can,   
the spool of thread for a table.
I start thinking about how hard the mouse had to work   
night after night collecting all these things
while the people in the house were fast asleep,   
and that gives me a very strong feeling,
a very powerful sense of something.
But I don’t know if anyone else was feeling that.   
Maybe that was just me.
Maybe that’s just the way I read it.
Billy Collins, “Workshop” from The Art of Drowning. Copyright © 1995 by Billy Collins. All rights are controlled by the University of Pittsburgh Press. Reprinted with the permission of the University of Pittsburgh Press, www.pitt.edu/~press/.
Source: The Art of Drowning (1995)

Please post a reaction to the information/poems provided today and/or the value of workshopping our own poems in this class. Develop your thoughts and respond to others in order tio receive full credit!

Period 4
  1. Poetry Prompt

ANY QUESTIONS? Please ask!