EWRT 30Class 2

AGENDAGroups and Participation Points Discussion: Haiku

Terms 6-10

Lecture: Blank Verse: Form, Meter,

and Structure Guided Writing (Color Poem)

Participation PointsHint: this is not participating!

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All participation points must be earned in class

You will earn some points in teams during discussion. You will earn some points in teams for reading your

original work.You will earn some points in teams during vocabulary

gamesYou will earn some points for attending writers’

workshopsThere may be other opportunities to earn points. If you are not in class, you cannot earn points.

2. The teams will remain the same through the discussion, reading, workshops, and vocabulary of one project.

3. You must change at least 50% of your team after each project is completed.

4. You may never be on a team with the same person more than twice.

5. You may never have a new team composed of more than 50% of any prior team.

1. We will often use teams to earn participation points. Your teams can be made up of 3 or 4 people.

Points will be earned for correct answers to questions, meaningful contributions to the discussion, and the willingness to share your work. Each team will track their own points, but cheating leads to death (or loss of 25 participation points).

Answers, comments, and questions must be posed in a manner that promotes learning. Those who speak out of turn or with maliciousness will not receive points for their teams.

At the end of each class, you will turn in a

point sheet with the names of everyone in your group and your

accumulated points for the day.

It is your responsibility to make the sheet,

track the points, and turn it in.

Sit near your team members in class to facilitate ease of group discussions

Your Poetry Group!

Get into groups of three or four. (1-2 minutes)

If you can’t find a group, please raise your hand.

Once your groups is established, choose one person to be the keeper of the points. Write down

members’ names Turn in your sheet at

the end of the class period.

In your groups: 5-6 minutesReview the first five vocabulary words.Be prepared to offer definitionsRead your Haiku to each other. Identify the conventions you used in your haikuPrepare one or two to read aloud to the class

The ReviewGreen sheet

SyllabusWebsiteTerms 1-5

Haiku

Alliteration

Assonance

Convention

Onomatopoeia

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What are the traditional Conventions?

Conventions of Haikuthe line and syllable countthe use of a word that marks a season

the “phrase and fragment” style (the description and reflection, usually marked with punctuation).

Volunteers to Read! What conventions do you recognize?

Terms 6-10

6. Blank Verse7. Meter8. Iamb9. Metaphor10. Simile

6. Blank verseA line of poetry or prose in unrhymed iambic pentameter.

Shakespeare's sonnets, Milton's epic poem Paradise Lost, and Robert Frost's meditative poems such as "Birches" include many lines of blank verse. Here are the opening blank verse lines of "Birches": When I see birches bend to left and right / Across the lines of straighter darker trees, / I like to think some boy's been swinging them.

7. MeterThe measured pattern of rhythmic accents in poems. An iamb is an example of meter.

8. IambAn unstressed syllable followed by a stressed one, as in De-TROIT. • Anapest

Two unaccented syllables followed by an accented one, as in com-pre-HEND or in-ter-VENE. An anapestic meter rises to the accented beat as in Byron's lines from "The Destruction of Sennacherib": "And the sheen of their spears was like stars on the sea, / When the blue wave rolls nightly on deep Galilee."

• DactylA stressed syllable followed by two unstressed ones, as in FLUT-ter-ing or BLUE-ber-ry.

• PyrrhicA metrical foot with two unstressed syllables ("of the").

• SpondeeA metrical foot represented by two stressed syllables, such as KNICK-KNACK.

• TrocheeAn accented syllable followed by an unaccented one, as in BOS-ton.

9. MetaphorA comparison between essentially unlike things without an explicitly comparative word such as like or as. An example is "My love is a red, red rose.”

10.SimileA figure of speech involving a comparison between unlike things using like, as, or as though. An example: "My love is like a red, red rose."

Blank VerseBlank verse is a form of poetry, obviously. What

sets it apart from all the other forms is that blank verse does not rhyme. The meter is usually iambic (a pattern of unstressed syllables followed by stressed), and pentameter ( a line consisting of five feet). A line of blank verse would go like this:

Detroit Detroit Detroit Detroit DetroitOR I watch the rolling hills fly by my eyesThough, technically, all lines are supposed to be

exactly iambic, sometimes it doesn't want to quite work out that way.

 Scansion is the act of marking a poem to show the metrical units of which it is composed. It means any attempt, by signs, to indicate the beat of a line of poetry and to mark off the division of feet.  

Each team will scan one verse of the poem “Mending Wall.” When you are done, write it on the white board. (5-7 minutes)

http://poemshape.wordpress.com/2009/02/22/robert-frost-iambic-pentameter-mending-wall/

1. Read the verse out loud and see if you notice a particular rhythm in your first reading.

2. Count the number of syllables in each line, and write that number at the end of the line. Do you see a pattern in the number of syllables?

3. Put an accent mark (/) over any syllables that absolutely have to be stressed. The way you can figure this out is by trying to say the word several times, each time exaggerating a different syllable. ("AR-tist" or "ar-TIST”). Put a "u" over the unstressed syllables.

4. Once you see a pattern (for example, unstressed, unstressed, stressed; unstressed, unstressed, stressed . . . ), mark a vertical line between each unit of the pattern. Those are your "feet.”

5. Read the poem aloud again, this time really accentuating the words you have marked as "stressed." Does it sound right?

6. Count how many feet each line has. It will probably be one of these: Monometer (one foot), Dimeter (two feet), Trimeter (three feet), Tetrameter (four feet), Pentameter (five feet), or Hexameter (six feet).

7. Copy your scanned verse onto the board.

Guided WritingHearing Colors: A poem in blank verse

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Pick a color to write about.Then, assign qualities to your color. I know this is a stretch, but try to imagine the color with your other senses. These qualities will help you connect your color to abstract ideas and events and describe it through alternative mediums.

Soft or hard   Wet or dryBig or littleLoud or quiet Natural or man-madeSmooth or texturedHappy or sadHot or cold Dense or porousSpring fall summer or winterThick or thin

Slippery or sticky Inside or outsideFunny or seriousOld or newCheap or expensivePlain or ornateCommon or uncommonCasual or formalEnergetic or relaxedRealistic or fantasticStrong or frail

Questions to consider in writing Verse One

If your color were music, what kind would it be?Who would play it and where would you hear it?Which song would it be?Why or how does this music reflect your color?

The color red is the shameless, sexy Salsa rhythm of racy Cubanos And Puertorriqueños; fast Timba—drum

Beats: passionate, hungry, fervent, alive.

Verse Two

If your color were dance it would be which?Who would dance it and where would you see it done?Describe the movements of the dance.Why is this dance like your color?

Verse Three

If your color were a smell, it would be which?Where would you smell it?What does it remind you of?How is this smell like your color?

Verse Four

If your color were a food it would be which?Where and when would you eat it?How does it taste?How does it remind you of your color?

Verse Five

If your color were an event it would be which?Specific exampleWhen do you go there?How is your color like your event?

Verse Six

If your color were a place it would be what or where?

Describe it.When do you (or other people) go there?How is your color like your place?

Verse Seven

If your color were a person, who would it be?Where would you see this person?Describe this person.How is your color like the person?

Verse Eight

If your color were an animal, which would it be?

Where would you see this animalDescribe the animalHow is your color like the animal

Verse NineIf your color were a game, what kind would

it be?Which one in particular?Who would play it?Describe the game.

Verse TenIf your color were a book, what kind would it

be?Which one in particular?Who would read it?Describe the theme, plot, mood, or purpose.

Ending

Finish the poem with one or two more lines!

Blank Verse: ConventionsOnce you finish writing your

poem, put it into blank verse. This means each line will have

ten syllables or five iambic feet. It should not rhyme!

Consider other conventions

Simile:

A figure of speech in which things are compared using the words “like” or “as”Metaphor

A figure of speech in which things are compared by stating that one thing is anotherAlliteration

Repetition of words with the same beginning sounds

Splish Splash!Onomatopoeia

Words that sound like the objects or actions they refer to

Assonance:

Identity or similarity in sound between internal vowels in neighboring words. example: hot dog

Try to light the fire

The crumbling thunder of

seas

Plop, plop, fizz, fizz, oh what a relief it is

RememberOnce you have completed your verses, you can

eliminate one or two or even three if they are not working in your poem.

You can add other verses that help you describe your color.

This guided writing is set up as quatrains (four lines per verse), but you can change that if you would like.

HomeworkPost #2 Blank Verse: Color Poem

Reading: Sonnets

Study Terms 1-10