Career Ed. Lesson #2 - Who Am I?
1. You'll need a computer. (Laptops booked for this class.) 2. Do you know how to log in to MyBlueprint? a. myblueprint.ca/sd37 b. click on "School Account Login" c. log in using student number/password (Max Smith, 32467) OR an @deltalearns.ca account (firstname, last initial, last 3 digits of student number - [email protected]) 3. You'll need to access quizzes/surveys and information from the "Who Am I?" section to complete the handout (given in class and will link below). 4. Today's class given to work, and any remaining will need to be done for homework, for TUESDAY. Myers-Brigg Personality Graphics: You can see some characteristics/traits on these. You can also use the information underneath each label (E and I, F and J, etc.) to figure out which traits resonate with you (this sounds like me!) and are the least like you (seriously? so not me!) https://upload.wikimedia.org/wikipedia/commons/1/1f/MyersBriggsTypes.png https://docs.google.com/document/d/1Xs4uqyX2nfBnJ5DD1f_kMVuJP5J7qJiNDQRfqsBvzzU/edit?usp=sharing REMEMBER: "Sam McGee" and "Lady of Shalott" QUIZ on Friday (next class). You will NEED to have your copies of the poems to be successful. Also, review your Poetry Notes! :)
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Anne of Green Gables connection - made this poem known-again to Canadian audiences when the mini-series premiered (1985), though the poem was written in 1832. Loreena McKennitt - performed the poem (altered slightly) as a song in 1991. We listened to this version in class: https://www.youtube.com/watch?v=80-kp6RDl94 *Lyrics linked in button below - notice similarities/differences. Handout of original Tennyson poem (button linked below). Introduced to TP-CASTT - a step by step method for poetry analysis (handout - see download below ). T: Title - What do you predict this poem will be or might be about, based only on the title? Note: Don't just say "The Lady of Shalott" or "A Lady" or "Shalott" - go beyond what is obvious in the title: Who is this "lady"? Why is she important? What role does she play in the poem or in her setting of Shalott? What's her story? Get creative; use your imagination. P: Paraphrase - In your own words, tell the story of the poem. In a shorter poem, translate line-by-line. In a longer poem, you may be able to do stanza-by-stanza. Since this is a narrative poem, it actually does tell a story; not all poems have a "story" that's quite so clear. Students assigned a stanza to "translate". We got through Part I before the end of class. To be continued next day.
Please see linked Google Document for what we did in class, today.
Students worked through each step before being assigned the next. Simile, metaphor, personification, onomatopoeia assigned about 10 minutes before the end of the class; some students were still working on the stanza summaries. Please complete all steps on document for Monday's class. Found Poems - locate the 2 other people who wrote poems from the same pages, from last day's exercise (p. 36 found poems from assorted books). Share and compare your poems. How were they similar? How were they different?
Onomatopoeia Exercises/Practice - come up with onomatopoeic words for some actions (handout - half-page), and share. Onomatopoeic animal sounds from other cultures/languages - can you guess what animal makes these sounds? (animals are repeated) Narrative Poems "The Cremation of Sam McGee" by Robert W. Service Listen: As read by Johnny Cash - https://www.youtube.com/watch?v=wGhFNYll_mU Handout: Print version of poem; please clip into your binder for next day. Vocabulary: Definition PLUS Sentence for each of the 10 words found in the poem. If there is more than one definition for the word, use CONTEXT CLUES to figure out which one matches how it's used in the poem, and write THAT definition only. Words: cremate, marge, homely, mushing, ghastly, loathe, hearken, derelict, grisly, seldom Homework: Finish definitions and sentences for Thursday. Have you added to the Spoken Word shared document? Quite a few of you haven't, yet - go to the last post and click on the button (click is an example of onomatopoeia!) to open up the document and share the poem you chose. There are examples and instructions in the document. Please make a plan to see me during Flex if you haven't done your Book Talk - or if you did it when there was a Sub, because I need to see it to mark it. :)
Our speaker is, unfortunately, unwell. Hopefully, we'll be able to get them to come next week, schedule permitting. Found Poem Lesson #2 PREPARE: 1. If you have a book, you can use it. If not, grab one from the bookshelf at the front of the classroom. 2. Read p. 36 (or the page opposite if your page 36 doesn't have much writing on it - p. 35 or 37). 3. On a piece of paper, write down 10-15 words, phrases, and/or sentences from the page - choose ones that grab your attention, not "a", "the", or "but" (unless these words are part of an interesting phrase) 4. Write the title of the book (underlined) and the author on the page, and p. 36 (or 35 or 37 if you used an alternate). 5. Write your name at the top of the page, and hand it in to me. CREATE: 1. Create a Found Poem from REARRANGED words/phrases on your own page 36 (the book you're reading, or that you picked from the bookshelf). 2. Create a Found Poem from rearranged or in-order words/phrases on the paper you are given (the list created in #3 above, by another student, out of another book). Follow the steps and rules on the Found Poems Handout you got last week. :) Homework: Finish these 2 poems. Add to the Spoken-Word Poem Google Document, if you haven't done this already (was homework for today's class, but only a few have done it). I have re-linked the document, below. Click on the button, and it should open up in another tab for you. Book Talks x 3. If you haven't handed in the WRITTEN PORTION of your book talk, please do so ASAP. (should have been handed in on the date you presented)
Review Rhythm and Rhyme from last day (quick Q&A) Poetry Terms (cont'd) Personification: giving human characteristics (often actions or describing words) to non-living things. The purpose is to create an image in the readers' mind. The wind danced through the young birch trees. [tells us why trees are moving] The young birch trees danced. [it's windy - reader has to figure out why the trees might be dancing/making those movements] cried, smiled, searched, scowled <-- emotions are also often connected to personification, though we could have a number of reasons for feeling these ways (brainstormed positive/negative connections with each, examples of when we do these things; sometimes it's not the obvious - smile when we feel anxious, tears of joy, scowling because we're hungry) Write a sentence, using personification, for each feeling/quality above. Personify a different non-living thing for each (don't write several about trees, wind, or any other single thing). Onomatopoeia: sound words --> the word is a sound, as well as a recognizable word. (different from sound effects - onomatopoeia = whoosh, sound effect = pssshhhht) BANG, CRASH, SNAP, CLAP, SPLAT, MEOW, WOOF, CHIRP, MOO Write 2 sentences, each using at least 1 onomatopoeic word, but NOT the ones in capital letters, above. FOR FRIDAY: Contribute to the Shared Document (see link from last post) for Spoken Word Poetry. Examples are provided on the document, so you can see exactly what I'm looking for. Our Guest Speaker/Workshopper will hopefully be able to come on Friday morning - we had a blip in scheduling for today. :) |
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