Poetry Blog Task--due March 27

Select another poem by an author in the Google Drive folder I shared with you. This poem may not already be in the Google Drive folder. In 300+ words, analyze, explicate, dissect, translate, and rank--with rationale as to why--this poem above/below the same author's poem/s already in the Google Drive folder.

For instance, find a poem by Anne Sexton at poets.org and juxtapose/rank it against "The Addict."

 

Thoughts Tuesday--due April 16

Rank five preferable, desirable, specific attributes of poems, explaining your rankings in 150+ words.  Provide at least two titles of poems as examples.

Also, rank five specific attributes of poems you loathe, explaining your rankings in 150+ words.  Provide at least two titles of poems as examples.

Elizabeth Bishop

Lee Ann Roripaugh

Randall Jarrell

List two of these Common Core State Standards as the two you are focusing on specifically:

WRITING (GRADES 11-12)

Text Types and Purposes

W.11-12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

• W.11-12.1a Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.
• W.11-12.1b Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.
• W.11-12.1c Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
• W.11-12.1d Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
• W.11-12.1e Provide a concluding statement or section that follows from and supports the argument presented.

W.11-12.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

• W.11-12.2a Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
• W.11-12.2b Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
• W.11-12.2c Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
• W.11-12.2d Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.
• W.11-12.2e Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
• W.11-12.2f Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

W.11-12.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

• W.11-12.3a Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
• W.11-12.3b Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
• W.11-12.3c Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).
• W.11-12.3d Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
• W.11-12.3e Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

Production and Distribution of Writing

W.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

W.11-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

W.11-12.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

Research to Build and Present Knowledge

W.11-12.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

W.11-12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

W.11-12.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

• W.11-12.9a Apply grades 11–12 Reading standards to literature (e.g., “Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics”).
• W.11-12.9b Apply grades 11–12 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court Case majority opinions and dissents] and the premises, purposes, and arguments in works of public advocacy [e.g., The Federalist, presidential addresses]”).

Range of Writing

W.11-12.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes.

Thoughts Thursday--due March 28

Gwendolyn Brooks

William Butler Yeats

e e cummings

Paste an intriguing, important poem here, then type 300+ words explicating its every aspect.  (Click "explicating" for an example.)  See page 836 in the handbook for a marvelous example about the poetry of cummings.

RL.11-12.10 By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. 

By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11–CCR text complexity band independently and proficiently.

Poem Explication & Scansion--due Friday, April 13

Select any important poem to analyze using the (1) explication & (2) scansion techniques we have worked on. Your poem may be from the famous sheaf or from the Hicks sheaf I gave you--or it may be another important poem you find on your own. You may not select just any song or basic poem. You'll know if the poem you find is important. If you are not sure, ask me for approval. If you select an unimportant poem, you may not earn any higher grade than a "D."

Type quotation marks around the title of your selected poem.

Click to find poems (or search with Google, of course):

Top 50 Poems site

The World's Favorite Poems site

Classic Poetry Aloud site

Poetry Foundation site

I. Follow the directions at the two links above, "(1) explication" & "(2) scansion," to make decisions about the poem. Explain how the poem's form, meter, rhyme, rhythm, diction, syntax, typography affect its meaning and the reader's experience.

II. Explain why this poem matters to you personally. What in it particularly "speaks to you"?

Type 300+ total words to earn the credit you seek. (The pictured Maya Angelou wrote many important poems.)

Sculpture Poetry

Type your poems here. I'd be thrilled to have you share them with the world. First you traced with your eyes--then with your hands. Then you moved and bellowed noises, some bizarre, others modest. The result was a collection of fantastic poetry.

This is a picture of one of my favorite poets, T.S. Eliot. My son's middle name is a tribute to Eliot, whose "The Love Song of J. Alfred Prufrock" is utterly brilliant.