Poetry in Motion! Name: ___________________________________ Period___________ It’s one of the best times in 7 th grade! It’s 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. Be creative! Have fun! And show us what you can do!
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Poetry in Motion - Pennsylvania State University in... · Web viewNow I lay me down to sleep with bear and rabbit, bird and sheep. If I should dream before I wake, may I dream of
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It’s one of the best times in 7th grade! It’s 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!
Be creative! Have fun!And show us what you can do!
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 group’s choice.
We will choose our favorite poems and orally present them to the class.
We will complete a take home quiz.
Student Grading Sheet
Name: __________________________
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
Comments: ________________________________
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Student Grading Sheet
Name: __________________________
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
Comments: ________________________________
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Homework Rubric
Name: __________________________
Period: __________
Did I follow directions 0 1 2
Did I do my best? 0 1 2
Is my assignment on time? 0 1
Total ___/ 5
Homework Rubric
Name: __________________________
Period: __________
Did I follow directions 0 1 2
Did I do my best? 0 1 2
Is my assignment on time? 0 1
Total ___/ 5
Homework Rubric
Name: __________________________
Period: __________
Did I follow directions 0 1 2
Did I do my best? 0 1 2
Is my assignment on time? 0 1
Total ___/ 5
Homework Rubric
Name: __________________________
Period: __________
Did I follow directions 0 1 2
Did I do my best? 0 1 2
Is my assignment on time? 0 1
Total ___/ 5
Homework Rubric
Name: __________________________
Period: __________
Did I follow directions 0 1 2
Did I do my best? 0 1 2
Is my assignment on time? 0 1
Total ___/ 5
Homework Rubric
Name: __________________________
Period: __________
Did I follow directions 0 1 2
Did I do my best? 0 1 2
Is my assignment on time? 0 1
Total ___/ 5
Lights, Camera, Action…You’re 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 (what’s 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 group’s 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 doesn’t 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 -------!!!!!!
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
Dramatic Presentation of poems:
0 1 2 3 4
Explanation of choices:
0 1 2 3 4
Total: _______/10
Comments: ________________________________
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Oral Interpretation Grading Sheet
Name: __________________________
Period: __________________________
Poem:________________________________
________________________________
Presented 1 poem:
0 2
Dramatic Presentation of poems:
0 1 2 3 4
Explanation of choices:
0 1 2 3 4
Total: _______/10
Comments: ________________________________
________________________________
________________________________
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Poetry Unit – Assignment 1Name: _______________________________________________ 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
There was an Old Man with a beard,Who said, 'It is just as I feared!Two Owls and a Hen,Four Larks and a Wren,Have all built their nests in my beard!'
There was a Young Lady whose eyes, Were unique as to colour and size; When she opened them wide, People all turned aside, And started away in surprise.
Limericks by Edward Lear
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.
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 an Old Person of Cadiz,Who was always polite to all ladies;But in handing his daughter,He fell into the water,
Which drowned that Old Person of Cadiz.
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 a small boy from MaineWho couldn’t remember his name.His friends thought him dumbWhen he sucked on his thumbSo he left town on a train.
by Luis (9) and Lezly (9)
There was an old man from SpainWho liked to fight bulls in the rainBut one day he fell
And no one could tellThat he was in very bad pain.
by Javier (9) and Steven (9)
There was an old woman from MaineWho liked to drive cars in the rainBut one day she crashedWhich made a big splashAnd then she was hit by a train.
by Ismael (9) and Edgar D. (10)
There was a small boy from our schoolWho really thought himself cool.The girls thought him greatAnd a rather nice dateBut we think that he was a fool.
by Jesse (10) and Christopher (9)
Homework 1Date: __________________5 Points
Your assignment is to create 2 limericks
Requirements:1. Must follow limerick rhyme scheme: a-a-b-b-a
a-b-a-b, c-d-c-d, e-f-e-f, g-g.Practice: Label The Sonnet: Shakespeare’s Sonnet 18
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;
But thy eternal summer shall not fadeNor 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.
Shakespearean Sonnet 126
O thou, my lovely boy, who in thy powerDost hold Time's fickle glass, his sickle, hour;Who hast by waning grown, and therein show'stThy 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 skillMay 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 4Date: __________________5 Points
Your assignment is to create a sonnet.
Requirements:1. Must follow Shakespearean sonnet form:
a. simile: ______________________________________________________________________________________________________________________________________
b. hyperbole: ______________________________________________________________________________________________________________________________________
c. alliteration: ______________________________________________________________________________________________________________________________________
d. metaphor: ______________________________________________________________________________________________________________________________________
e. onomatopoeia: ______________________________________________________________________________________________________________________________________
1. The poet’s 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."
-Henry W. Longfellow, "The Wreck of Hesperus"
Usage: __________________________
B. Why does a boy who’s fast as a jet
Take all day—and sometimes two—
To get to school?
—John Ciardi, "Speed Adjustments"
Usage: __________________________
4. Writing – Write your own example of a metaphor! (Be ORIGINAL)
In England once there lived a bigAnd wonderfully clever pig.To everybody it was plainThat 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 endOne question drove him round the bend:He simply couldn't puzzle outWhat 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 dancerAnd 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 designedTo 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 bitSo let's not make too much of it,Except that you must understandThat 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 headAnd 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!