Where I'm From

AGENDA: 

• Review GENRES---Poetry, Fiction, Nonfiction, drama
• 
  
• Show "Where I'm From" video and explain assignment
• 
  
• Go to computer lab to work on WORD SPILL (lat class) and Where I'm From poem
•  

www.georgeellalyon.com/where.html

The WHERE I'M FROM Template

1. I am from _______ (specific ordinary item), from _______ (product name) and _______.
2. I am from the _______ (home description... adjective, adjective, sensory detail).
3. I am from the _______ (plant, flower, natural item), the _______ (plant, flower, natural detail)
4. I am from _______ (family tradition) and _______ (family trait), from _______ (name of family member) and _______ (another family name) and _______ (family name).
5. I am from the _______ (description of family tendency) and _______ (another one).
6. From _______ (something you were told as a child) and _______ (another).
7. I am from (representation of religion, or lack of it). Further description.
8. I'm from _______ (place of birth and family ancestry), _______ (two food items representing your family).
9. From the _______ (specific family story about a specific person and detail), the _______ (another detail, and the _______ (another detail about another family member).
10. I am from _______ (location of family pictures, mementos, archives and several more lines indicating their worth).

Line breaks--Two poems by Wiliiam Carlos Williams

This Is Just to Say

Sentences: 

I have eaten the plums that were in the icebox and which you were probably saving for breakfast.
Forgive me they were delicious so sweet and so cold.

                    The poem:

This Is Just to Say

I have eaten
the plums
that were in
the icebox

and which
you were probably
saving
for breakfast

Forgive me
they were delicious
so sweet
and so cold

---

POEMS NEED IMAGES!

THE IMAGE:

so much depends upon a red wheelbarrow glazed with rainwater beside the white chickens       The Red Wheelbarrow   by William Carlos Williams so much depends upon a red wheel barrow glazed with rain water beside the white chickens.

http://www.sophia.org/breaking-the-line-an-exercise-for-revision-in-poet-tutorial

---

What makes a poem a poem?

http://www.youtube.com/watch?v=J72KqitfrIs

What Makes a Poem a Poem?
Charles Bernstein
My lecture is called “What Makes a Poem a Poem?” I’m going to set my timer.
It’s not rhyming words at the end of a line. It’s not form. It’s not structure. It’s not loneliness. It’s not location. It’s not the sky. It’s not love. It’s not the color. It’s not the feeling. It’s not the meter. It’s not the place. It’s not the intention. It’s not the desire. It’s not the weather. It’s not the hope. It’s not the subject matter. It’s not the death. It’s not the birth. It’s not the trees. It’s not the words. It’s not the things between the words. It’s not the meter. It’s not the meter—
[timer beeps]


It’s the timing.
Part of the University of Pennsylvania’s “60-Second Lecture” series. April 21, 2004.\

Creative Writing 8

Poetry is one of the most popular forms of literature all over the world. It is also one of the ancient forms of literature, dating back to nearly 1700-1200 BC. When we begin analyzing the basic elements of poetry, we should know what poetry is all about in the first place. Let us take a look.

What is Poetry?

Poetry can be defined as 'literature in a metrical form' or 'a composition forming rhythmic lines'. In short, a poem is something that follows a particular flow of rhythm and meter. Compared to prose, where there is no such restriction, and the content of the piece flows according to story, a poem may or may not have a story, but definitely has a structured method of writing.

Elements of Poetry

There are several elements which make up a good poem. Although it is not mandatory for a poet to use all these elements or devices, they form an important aspect of poetry. So what are the elements of a poem? In brief, they are described below.

Rhythm: This is the music made by the statements of the poem, which includes the syllables in the lines. The best method of understanding this is to read the poem aloud, and understand the stressed and unstressed syllables. Listen for the sounds and the music made when we hear the lines spoken aloud. How do the words resonate with each other? How do the words flow when they are linked with one another? Does sound right? Do the words fit with each other? These are the things you consider while studying the rhythm of the poem.

Meter: This is the basic structural make-up of the poem. Do the syllables match with each other? Every line in the poem must adhere to this structure. A poem is made up of blocks of lines, which convey a single strand of thought. Within those blocks, a structure of syllables which follow the rhythm has to be included. This is the meter or the metrical form of poetry.

Stanza: Stanza in poetry is defined as a smaller unit or group of lines or a paragraph in a poem. A particular stanza has a specific meter, rhyme scheme, etc. Based on the number of lines, stanzas are named as couplet (2 lines), Tercet (3 lines), Quatrain (4 lines), Cinquain (5 lines), Sestet (6 lines), Septet (7 lines), Octave (8 lines).

Rhyme: A poem may or may not have a rhyme. When you write poetry that has rhyme, it means that the last words or sounds of the lines match with each other in some form. Rhyme is basically similar sounding words like 'cat' and 'hat', 'close' and 'shows', 'house' and 'mouse', etc. Free verse poetry, though, does not follow this system.

Rhyme Scheme: As a continuation of rhyme, the rhyme scheme is also one of the basic elements of poetry. In simple words, it is defined as the pattern of rhyme. Either the last words of the first and second lines rhyme with each other, or the first and the third, second and the fourth and so on. It is denoted by alphabets like aabb (1st line rhyming with 2nd, 3rd with 4th); abab (1st with 3rd, 2nd with 4th); abba (1st with 4th, 2nd with 3rd), etc.

Alliteration: This is also used in several poems for sound effect. Several words in the sentence may begin with the same alphabet or syllable sound. For example, in the sentence "Many minute miniature moments," the sound of the alphabet 'M' (phonetic sound /m/) is repeated in all the four words continuously. When you say those words aloud, the sound effect generated is called Alliteration.

Simile: A simile is a method of comparison using the words 'like' or 'as'. When, in a poem, something is said to be 'like' another, it means that the poet is using Simile to convey his feelings by comparing it to something. For example, in the statement 'Her laughter was like a babbling brook', the poet is comparing the laughter of the girl to the sound made by a babbling brook. Note that 'babbling brook' is also an example of Alliteration.

Metaphor: A metaphor is a method of comparison where the words 'like' and 'as' are not used. To modify the earlier example, if the statement had been 'Her laughter, a babbling brook', then it would be the use of Metaphor.

Theme: This is what the poem is all about. The theme of the poem is the central idea that the poet wants to convey. It can be a story, or a thought, or a description of something or someone; anything that the poem is about.

Symbolism: Often poems will convey ideas and thoughts using symbols. A symbol can stand for many things at one time and leads the reader out of a systematic and structured method of looking at things. Often a symbol used in the poem will be used to create such an effect.

Imagery

: Imagery is also one of the important elements of a poem. This device is used by the poet for readers to create an image in their imagination. Imagery appeals to all the five senses. For e.g., when the poet describes, 'the flower is bright red', an image of a red flower is immediately created in the reader's mind.

The elements of poetry are an essential part of the structure of a good poem. Of course, it does not mean, that all poems must have all these elements. It depends entirely upon the poet, who has all these tools at his disposal to use in order to convey his ideas effectively.

Where does writing hide

Valentine for Ernest Mann
www.youtube.com/watch?v=d844YLUOiWA
Naomi Shihab Nye

www.youtube.com/watch?v=IstddUK57aY

You can't order a poem like you order a taco.
Walk up to the counter, say, "I'll take two"
and expect it to be handed back to you
on a shiny plate.
Still, I like your spirit.
Anyone who says, "Here's my address,
write me a poem," deserves something in reply.
So I'll tell you a secret instead:
poems hide. In the bottoms of our shoes,
they are sleeping. They are the shadows
drifting across our ceilings the moment
before we wake up. What we have to do
is live in a way that lets us find them.
Once I knew a man who gave his wife
two skunks for a valentine.
He couldn't understand why she was crying.
"I thought they had such beautiful eyes."
And he was serious. He was a serious man
who lived in a serious way. Nothing was ugly
just because the world said so. He really
liked those skunks. So, he reinvented them
as valentines and they became beautiful.
At least, to him. And the poems that had been hiding
in the eyes of the skunks for centuries
crawled out and curled up at his feet.
Maybe if we reinvent whatever our lives give us
we find poems. Check your garage, the odd sock
in your drawer, the person you almost like, but not quite.
And let me know.
--Naomi Shihab Nye
© Naomi Shihab Nye. Used for educational or therapeutic purposes.


Journal prompts:
    Write about an unusual gift you've given, or received.
    Write about a time you reinvented something your life gave you.
    Where do your poems hide?

Welcome CW 8

2 Truths and a Lie

A lie (also called prevarication, falsehood) is a type of deception in the form of an untruthful statement, especially with the intention to deceive others. Art is the lie that enables us to realize the truth. Pablo Picasso   The Lying Game Instructions 1 Provide each person with a slip of paper and pen or pencil. Instruct everyone to write down three statements about themselves. Two of the statements should be true and one of them should be a lie. Allow everyone about 5 minutes to come up with three good statements. 2 Select a person to go first. That person should read aloud her three statements. Then, conduct voting by having the person read her statements again, asking for a show of hands among the group as to which statement they think is a lie. 3 Ask the person to reveal the correct answer. The people who guessed correctly should mark a tally on their sheets for a correct guess. 4 Continue around the room, having each person read his statement and then conducting a vote. Participants should continue marking down each time they make a correct guess. 5 Ask everyone how many correct guesses they had once everyone has read their statements. The person with the most correct guesses at the end has won the game.

Nonfiction

Nonfiction:

Narrative Writing

This type of nonfiction tells a true story about a person, event or place. Sometimes this kind of nonfiction can be written in the first person, but it always involves some research on the writer’s part.

Expository Writing

The purpose of this type of nonfiction writing is to explain or inform a reader about a certain topic. With expository writing, the reader may or may not have prior knowledge about the topic being discussed, so research is central to successfully executing expository nonfiction.

Persuasive Writing

With persuasive writing, the writer takes a position on an issue and argues for his or her side or against an opposing side. The writer will use facts and information to support his or her own argument while trying to influence his readers’ opinions. Normally, this kind of writing takes the form of an op-ed piece or editorial in the newspaper.

Descriptive Writing

Descriptive nonfiction employs all five senses to help the reader get a visual of what the writer is trying to describe. Sensory language, rich details, and figurative language are methods used to achieve good descriptive nonfiction.

Dialogues/Action

Sample Dialogues

Dialogues are conversations between two or more people and are written in the style of a play or drama.

Sample 1- Dependability   “Life in a Fast Food Restaurant”

Jesse just arrives at the fast food restaurant for his shift.

Manager:  Jesse, I’ve been meaning to talk to you.  Do you have a second?

Jesse:  Sure Mike, What’s up?

Manager:  Let’s go back to the office and sit down before you get into uniform for your shift.

Jessie:  OK!

(Jesse thinks to himself that he is really in trouble now but goes back to the manager’s office

and sits down.)

Manager:  I was just doing the payroll for the last pay period and I noticed that you signed in

 more than 15 minutes late on 3 out of your last 6 shifts.  Are you having a problem getting

here after school?

Jesse:  Well, yes, I have been having some trouble with my math class which is last period and sometimes I have to stay a few minutes after class to be sure I understand the homework assignment.  That causes me to miss the first bus so I have to wait for the next one and that is what is causing me to be late.

Manager:  I’m sorry you are having problems with your math class but you have to understand that I have a business to run and when you show up late it is an inconvenience to the other workers who sometimes have to stay overtime until you get here.  What do you suggest we do to try to solve this problem? The bottom line is I need you here and ready to work when your shift starts.

Jesse:  I guess I will just have to forget about math and bust out as soon as the bell rings so I can make that first bus. I’m sorry I’ve let you down a few times.  I really need this part time job so I won’t let it happen again.

Manager:  Why not see if your teacher is available at lunch or nutrition or before school so you can get your questions answered then.  Math is an important class for anyone like yourself who is thinking of going into business.  We want you to be successful at school and at work, OK?

Jesse:  Yep, I’ve got to make some adjustments, so I can get here on time and not inconvenience my co-workers and let you down.  Thanks, Mike for talking with me, instead of just firing me.

Manager: Just consider this a warning and I’ll be doing payroll again in two weeks so I will keep a close eye on your time card.  But I think you know what you have to do, and you will do it. I wouldn’t expect anything less from you.

Jesse: Thanks again, Mike, I guess I better hustle and get changed.  I see the customers are lining up

Sample 2- Willingness to Learn   “Life in an Office”

Maria just arrives to her after school office assistant’s job.

Nancy (the office manager):  Hi Maria, I’m glad you could get here right after school today cause I’ve got a ton of filing for you to do.

Maria:  Oh great, looks like we will all be here late again tonight. Guess I better get busy.

Nancy:  The IT manager was just down here to let me know that they are going to be converting all the office computers to a new system.  That should turn our lives upside down for a while.

Maria:  Wow, and I was just hoping that I could spend some time learning the current system.

Nancy:  He did say that the company that we are getting the new hardware and software from is going to be offering some training classes. Are you interested?

Maria:  Of yes, that would be a great opportunity to get in on the ground floor and have equal knowledge with the rest of the office staff.  Count me in.  When are the trainings?

Nancy:  Well, unfortunately most of them are going to be next week in the mornings when you are in school, so you can’t go to those but they are having all day training downtown at headquarters in two Saturdays.

Maria:  Oh no, that is my little sisters birthday and I promised her that I would take her to a new movie. (pause) Well maybe if I talk to her we can do it on Sunday instead so I can take advantage of the computer training.  How do I sign up for the Saturday class?

Nancy:  I’ll e-mail your registration for you and give you all the details when they come in. And by the way the company will pay you your hourly rate for taking the class on Saturday.  You may just be looking at a promotion after your graduation!  We really appreciate the way you always want to learn new things about the company and how we run this office.

Maria:  Thanks for letting me know about it. I’d do it for free just to get the experience but if they want to pay me too that is a real bonus.  I want to get as many new skills as I can so I can get that raise by this summer.

Nancy:  You’re a real go-getter; so let me shut up so you can get going on that filing.

What Happens Next

Description

One player in the middle, the others sit aside. Any person can give the middle player a task, which she performs, and then she asks `What happens next` ? Any player may suggest what needs to happen next, but the idea is for the group to construct a coherent story.

Notes

The player in the middle should only and strictly be doing what she`s told; it is up to the players at the side to construct the story. Also known as And Then.

Sample Monologues

Sample Monologues

http://www.ispgroupinc.com/monologues/monologues_for_kids_and_teens.htm

"Confused Teen" (Teen Monologue, Female) *Humorous*

Both Angie and Harmony are in their early teens. Angie's going through some physical changes, inside and out, and like any other good teenager, can't associate these changes with life's little obstacles.
Angie: What's going on Harmony? I don't get it, why is it when you become a teenager everything gets so confusing? I mean, what are they doing, spiking the make-up? Is there some unwritten law that when you become a teenager you move into the realm of insanity? If I remember correctly, that's about the time everything started getting nutty. Think about it...I'm supposed to wash my face BEFORE I exercise to prevent build-up. No, I'm supposed to wash my face AFTER I exercise to prevent break-outs. I'm NOT SUPPOSED to eat chocolate because it causes pimples. Wait, I'm SUPPOSED to eat chocolate before I take a test, because it's great, "brain food." I'm SUPPOSED to have lots of foods hat are rich in iron to help my circulation. Hold on, now, I'm NOT SUPPOSED to have a lot of iron because it prevents my body from absorbing calcium properly. Wow, if I can survive being a confused teenager, I think I can pretty much survive anything! (Change of heart) Let's get out of here, I'm hungry!

"Betrayal" (Teen Monologue, Female) *Angry*

Tina is angry with her boyfriend, or should I say ex-boyfriend. Her anger and humiliation is so intense that her eyes begin to glaze, but proudly holds back the tears as she gives him a peace of her mind.
Tina: What do you thing you're doing?! I mean as if it wasn't bad enough you asked Ginny out on a date behind my back, but I had to find out about it, from Shannon, who couldn't wait to throw it in my face. I was so humiliated, I could have died! I thought we were supposed to be going out...isn't that what you told me Monday? What ever happened too, "Tina, you're different from other girls," or, "I feel like I can tell you anything", or, "I knew you were special the first time I saw you"? Were you just playing me? What do you want from me? (Pause) No! You know what? I don't even care...this whole thing was just a pathetic lie to satisfy your ego, wasn't it?...I mean you didn't even have the decency to break it off before you jumped into something else. I can't believe I fell for the whole honesty routine...Just leave, I can't even look at you, you make me sick (Pause) Please, just leave!...O.K...I admit it, you got me, so take your little trophy, add me to your collection and get out of my life!

"The Divorce" (Teen Monologue, Female)*Dramatic*

Jamie's parents are getting separated. It doesn't quite sink in at first, she's sort of in shock. She truly believes that her influence can change the situation. Once that fails she moves from one desperate attempt to the next trying to get her parents back together again, with her confidence and feelings losing footing each step of the way. When she finally see's that the situation is hopeless, her emotions spiral down to the point of sobbing and begging.
Jamie: (sits in disbelief after hearing the news her parents divorce) What? (pause) What do you mean you're getting a divorce? No, (pause) no this can't be happening to me. (shaking her head.) Can't the two of you work things out? I mean how bad could it possibly be? (beat) (truning to her mother ) It's you right? it's your fault it always is. You're always riding Daddy, nagging him. I hear you. Maybe if you weren't such a nag then he wouldn't be leaving. (beat) Why shouldn't I, Daddy? She should know the truth. If she weren't always on your case then we wouldn't be having this conversation! (beat) I can't believe you're doing this to me! (jumps out of chair in anger) Do you know how embarrassing this is going to be for me at school? Everyone thinks we're happy. I'm always telling people how in love you two are and how I want to have that same kinda love. (pause) What am I going to do? I mean really? I'm going to have to change schools. All of my friends' parents are still married you know. (pauses as the enevitable sets in and begins to sob) Please tell me what's going on, Daddy. Tell me why you're leaving. Tell me what's wrong. (The father attempts to hug Jamie but she pulls away) No--no don't touch me. Don't touch me! How could you do this to me? Huh? How could you? I don't want you to touch me. I don't want to be comforted, Dad. Wait! (openly crying now and begging) Please don't go, Daddy. I promise I'll do better. I'll go easy on the shopping. I won't bug you about the silly stuff. I'll do the chores without tripping out...I'll do anything. Mom, why is he leaving? (beat) No--no I don't want to hear that okay? There is no such thing as "making it work out for all of us" okay. There is no such thing. Stop trying to lie to me I'm not a child! This is the worse possible thing that could happen and I will never...NEVER forgive either one of you ever again! (storms out of the room).

"Tommy Boy" (Teen Monologue, Male)*Humorous*

Tommy is a Sophomore in high school. He's a nice looking teen, who loves to be around his friends. He is outgoing, except when it comes to girls. Tommy's talking to his friend Ivan after school while waiting for the bus.
Tommy: Dude, you'll never believe what happened to me today. It all started when I woke up this morning. You know usually I press the snooze button about four or five times...but today was different, when I heard the alarm, I just sprang out of bed and said to myself, "Today is going to be a great day!" I don't know why I said it, but I was feeling great! I got in the shower and found myself humming a cool song I heard the day before. While I was combing my hair in the mirror, I noticed that not only was it a great hair day, but my skin seemed different too....alive and glowing, and no it wasn't that new acne cream I'd been using...it was LIFE! So instead of dragging around, I threw on my clothes and headed out. When I got on the bus, the girls seemed to look at me differently. I thought maybe it was my confidence, or the hair, but then I thought who the heck cares, they were looking at me! So I looked back at them and they giggled. I was on top of the world! I went and got a seat in the back of the bus...then it came to me, I had a presentation due in first period... I wasn't about to let that ruin my day. I knew the material and I was on a roll. A few moments later, walking down the hallway, it was like a movie, almost every group of girls turned to look at me, it started to become really spooky actually. My next thought was, with my luck, I should be playing lottery. I got to my first period class and sat down. It's almost like I could feel Jamie, that hottie that sits behind me in class, staring at the back of my head...It felt great! And of course, I was called first to read my presentation to the class, so I strolled up to the front of the room with a gleaming smile...I actually winked at this girl who snickered at me in the front row...man was I getting bold! I couldn't help myself though, this never happened to me before, it was like a dream, and right when I was getting ready to start my presentation, the teacher called me aside...I thought I'd gone too far with the winking, but decided not to lose my cool and casually stroll over to her to recieve my reprimand. Dude, when she started talking to me, my stomach dropped to my feet, like I was on a fast roller coaster ride, and I could feel my face turning as white as a ghost. It was like the whole day flashed before my eyes. Well I thanked the teacher anyway, turned away from the class, swallowed my pride and zipped-up my fly.

"Shaping-Up" (Teen Monologue, Male)*Confrontational*

Bill is sensitive, creative, imaginative, and is more into computers, than he is into physical fitness. In a world, consumed with staying in shape, Bill is like a fish out-of-water. He becomes rebellious, as he is faced with confronting his weakness.
Miss Meyers, can you just answer me just one qestion?...Why is it that I have to take P.E. every stinking year, because really...I want to know. I mean every year, it's exactly the same, I'm forced to humiliate myself in front of the rest of the class. It's not so bad for the kids who are atheletes, but for the rest of us, like me, it's not so easy.(Beat) Yes, Miss Meyers...I know, I know...P.E. is just as important as algebra and biology, and yes I agree that you should get a grade based on yor abilities and skills. But everyone has to take the same class! They don't have "Basic P.E." like they have "General Science" or "Basic Math"...that would be a whole different subject completely! And why do we have to rotate activities all the time, why can't we stick with one thing for awhile, that way I could redeem myself by getting better at something. Soccer and Basketball aren't so bad, but this body shouldn't be on a balance beam during gymnastics. I just become entertainment for the rest of the class. High school is humiliating enough without coming in five minutes after everyone else during the mile run...while they're showered and going to lunch, I'm just crossing the finish line. I already know the theory around fitness...it-is-a-part-of-a-well-rounded-education. But the the least they could do is level the playing field for everyone. I know there's not much you can do for me, but thanks, for at least letting me get that off my chest...See you in the gym.

"Girl Problems" (Teen Monologue, Male)*Dramatic/Light Humor*

Mike and Jennifer (Jen) have been best friends and lived in the same neighborhood since they were little kids. They did everything together, and could talk about anything with each other. They've been in high school now for about one or two years and the relationship seems to have become a little more complicated, at least as far as Jen was concerned. Brad is sitting on his front step looking deep in thought. Jen is coming over, see's him, and is a little concerned.
Mike: Hi Jen, what's up? Say, you don't happen to know this girl named Lydia that goes to our school, do you? She's in our World History class. She sits in the back...You know... the girl with the light brown hair and the big beautiful smile. (beat) Yeah, that's the one. What do you think of her? I totally want to go out with her, but I don't even think she notices me. You got any ideas? (beat) Well, I've tried a couple of times to ask her out, but whenever I seem to get close to her, it's like she see's right through me, like I don't even exist. It's like I could stand in between her and the girl she's talking too, and I would even be interrupting them. (beat) What are you talking about, I don't want to ask anybody else. I want to go out with her. I feel like she's everything I want in a girlfriend. (beat) How would I know if we have anything in common, I can't seem to get close enough to find out. (beat) What?...I know I don't NEED a girlfriend, but I want one. (pauses/gets a bad feeling) Hey, wait a minute, what are you trying to do here? Jinx it!...You're supposed to be helping me out, what's got into you!? I've never seen you like this before. (beat) Like what?...You know what! (pauses for a second/ light bulb goes off in his head!) Oh my Gosh!...Jen!...Oh my Gosh! I am so sorry...I get it now. (giggles in disbelief) Jen, oh no...I'm not laughing at you, I guess I never thought of you that way. You just caught me by surprise. (beat) I DO like you! (beat) You ARE beautiful! (beat) I don't know, I guess I never knew, but to be real honest with you Jen, I like our relationship the way it is. Jen!?...Please!...Where are you going?...Why are you so mad!?...Jen, COME BACK! I know we can work this out...(to himself) Okay great! Now I've done it. (reflects) Yep, I think it's time to rethink this.


"I Hate Hamlet"
written by Paul Rudnick

(His New York apartment is literally haunted by the ghost of John Barrymore, and thus, TV star Andrew Rally is persuaded to play Hamlet in Central Park. After the premiere, he evaluates his own performance. It is noted: the monologue must grow extremely passionate. Andrew must be transported back to the previous performance.).

Andrew: Last night, right from the start, I knew I was bombing. I sounded big and phony, real thee and thou, and then I started rushing it, hi, what's new in Denmark? I just could not connect. I couldn't get a hold of it. And while I'm...babbling, I look out, and there's this guy in the second row, a kid, like 16, obviously dragged there. And he's yawning and jiggling his legs and reading his program, and I just wanted to say, hey kid, I'm with you, I can't stand this either! But I couldn't do that, so I just keep feeling worse and worse, just drowning. And I thought, okay, all my questions are anwered -- I'm not Hamlet, I'm no actor, what am I doing here? And then I get to the soliloquy, the big job, I'm right in the headlights, and I just thought, oh Christ, the hell with it, just do it!
To be or not to be, that is the question;
Whether 'tis nobler in the mind to suffer
The slings and arrows of outrageous fortune,
Or to take arms against a sea of troubles
and by opposing, end them.
And I kept going, I finished the speech, and I look out, and there's the kid -- and he's listening. The whole audience -- complete silence, total focus. And I was Hamlet. And it lasted about ten more seconds, and then I was in Hell. And I stayed there. But for that one little bit, for that one speech -- I got it. I had it. Hamlet. And only eight thousand lines left to go.

Types of Stanzas

There are many different types of stanzas. Some of which are:

• Couplets (stanza with two rhyming lines)
• Tercets (stanzas with three lines that may or may not rhyme)
• Quatrains (stanzas with four lines that may or may not rhyme)
• Cinquains (stanzas with five lines)
• Sestet (stanzas with 6 lines)

Remember that in poetry you can identify a stanza by the number of lines that it has and its rhyme scheme or pattern.

A rhyme scheme is a regular pattern of rhyme, one that is consistent throughout the extent of the poem.  Poems that rhyme without any regular pattern can be called rhyming poems, but  only those poems with an unvarying pattern to their rhymes can be said to have a rhyme scheme.

Rhyme schemes are labeled according to their rhyme sounds.  Every rhyme sound is given its own letter of the alphabet to distinguish it from the other rhyme sounds that may appear in the poem.  For example, the first rhyme sound of a poem is designated as a.  Every time that rhyme sound appears in the poem, no matter where it is found, it is called a.  The second rhyme sound to appear in the poem is designated b.  Every other time that rhyme sound appears in the poem, no matter where it is found, it is called b.  The third rhyme sound to appear would be c, the fourth d, and so on, for as many rhyme sounds as appear in the poem.

The following short poem illustrates the labeling of a rhyme scheme.

                  There once was a big brown cat      a
                  That liked to eat a lot of mice.         b
                  He got all round and fat                   a
                  Because they tasted so nice.            b

Stanzas in Poetry

Here are the first stanzas of some poems that are recognized and widely respected:

The Road Not Taken by Robert Frost

Two roads diverged in a yellow wood,
And sorry I could not travel both
And be one traveler, long I stood
And looked down one as far as I could
To where it bent in the undergrowth;

The Daisy Follows Soft the Sun by Emily Dickenson

The daisy follows soft the sun,
And when his golden walk is done,
Sits shyly at his feet.
He, waking, finds the flower near.
"Wherefore, marauder, art thou here?"
"Because, sir, love is sweet!"

I Had a Guinea Golden by Emily Dickenson

I had a guinea golden;
I lost it in the sand,
And though the sum was simple,
And pounds were in the land,
Still had it such a value
Unto my frugal eye,
That when I could not find it
I sat me down to sigh.

Do Not Go Gentle Into that Good Night by Dylan Thomas

Do not go gentle into that good night,
Old age should burn and rave at close of day;
Rage, rage against the dying of the light

As time progresses you will be able to see how easy it is to identify a stanza in both poetry and song. In due time, you will become a master at writing poetry and identifying stanzas.

Haiku

http://www.arttech.ab.ca/pbrown/haiku/lesson1.html  Ten tips for writing haiku Write in three lines of about 10 to 17 syllables (some writers use a short-long-short format, but sometimes it’s better to just say what you need to say and not worry about form); haiku are usually not 17 syllables long in English. Try to include some reference to the season or time of year. To make your haiku more immediate, write in the present tense. Write about common, everyday events in nature and in human life; choose events that give you a moment of understanding or realization about the truth of things around you—but don’t explain them. Write from personal experience (memories are okay) rather than from imagination to produce haiku that are authentic and believable. Create an emotional response in the reader by presenting what caused your emotion rather than the emotion itself. Put two images together in the poem to create harmony or contrast, using words that are specific, common, and natural (avoid long or conceptual sorts of words). One image of the haiku can appear in one of the poem’s three lines; the other image can be described in two lines (either the first two or the last two); avoid creating haiku with three images (or three grammatical parts) because this weakens the energy created by the gap between just two parts. Avoid titles and rhyme (haiku virtually never have either) as well as metaphor, simile, and most other rhetorical devices (they are often too abstract or detours around the directness exhibited in most good haiku). Avoid awkward or unnatural line breaks and avoid dropping or adding words just to fit a syllable count (the poem should come across as perfectly natural and easy; anything that is choppy or unnatural will detract from the reader’s perception and enjoyment—make the words come across as so natural and easy-going that the reader doesn’t even notice them).And of course, don’t forget to have fun and enjoy experiencing life through your five senses! --Michael Dylan Welch

Poetry Terms

POETRY TERMS Poetic Devices
FIGURATIVE LANGUAGE:  Language using figures of speech and it cannot be taken literally.
IMAGERY: The representation through language of sense experience; language that appeals to the senses.
FIGURE OF SPEECH:  Any way of saying something other than in an ordinary way.


The following is a list of common figures of speech
SIMILE: A comparison between two unlike things using words such as: like, as, than, similar to, resembles, etc. I.e. Quiet as a mouse
METAPHOR:  An implied comparison between unlike things. I.e. He’s a house.
ALLUSION: A reference to something in history or literature. I.e. She had a Cinderella wedding.
ALLITERATION: The repetition of initial sounds.  I.e. Seven steaks sizzled.
CONSONANCE:  The repetition of end consonant (every letter that is not a vowel) sounds.  I.e. first and last, odds and ends, stroke of luck.
ASSONANCE: The repetition of vowel sounds. I.e. My words like silent raindrops fell.
PERSONIFICATION: Giving human characteristics to an animal, object, or idea. I.e. The hours crawled by like years.
PARADOX: An apparent contradiction, which is nevertheless somehow true.
ONOMATOPOEIA: “Sound words”; Words whose sound suggests their meaning. I.e. buzz, click, snap, chop.
OXYMORON: The setting together, for effect, two words of opposite meaning. I.e. burning cold, screaming whisper.
OVERSTATEMENT (or hyperbole): An extreme exaggeration used for effect. I.e. I’ve told you a hundred times…; I’m starving; The suspense is killing me.
SYMBOL: Roughly defined as something that means more than what it is.  I.e. A wedding ring is a symbol of commitment, love, honor, etc.  It is not just a ring.  It’s shape (a circle) is also symbolic; a circle never ends and therefore the love is not supposed to.
PUN: play on words.
UNDERSTATEMENT: Saying less than what is meant, for effect.

Where Does Writing Hide?

Where Does Writing Hide?

http://www.youtube.com/watch?v=YyHrVJEI73g

http://www.youtube.com/watch?v=-cDaFFGMKUA

Where Do Poems Hide? 

I
Valentine for Ernest Mann


You can’t order a poem like you order a taco.
Walk up to the counter, say, “I’ll take two”
and expect it to be handed back to you
on a shiny plate.
Still, I like your spirit.
Anyone who says, “Here’s my address,
write me a poem,” deserves something in reply.
So I’ll tell you a secret instead:
poems hide. In the bottoms of our shoes,
they are sleeping. They are the shadows
drifting across our ceilings the moment
before we wake up. What we have to do
is live in a way that lets us find them.
Once I knew a man who gave his wife
two skunks for a valentine.
He couldn’t understand why she was crying.
“I thought they had such beautiful eyes.”
And he was serious. He was a serious man
who lived in a serious way. Nothing was ugly
just because the world said so. He really
liked those skunks. So, he re-invented them
as valentines and they became beautiful.
At least, to him. And the poems that had been hiding
in the eyes of skunks for centuries
crawled out and curled up at his feet.
Maybe if we re-invent whatever our lives give us
we find poems. Check your garage, the odd sock
in your drawer, the person you almost like, but not quite.
And let me know.

Week of 9/17-9/21

Monday-- In Library Lab typing up 2 page short story
USE A PLAIN CLEAR FONT SUCH AS TIMES ROMAN
12 pt. , double-spaced
Be sure to put a heading and title on your short story


Tuesday and Wednesday--Continue to work on short story in the Library Lab
REVISE AND EDIT!!!

Thursday--Begin poetry unit

Friday---Retest on short story literary terms
Study plot structure (exposition, rising action, climax, falling action, resolution), conflict (internal, external), kinds of characters (round, static, dynamic, flat) and the four kinds of conflict:

Person vs. Person
Person vs. Nature (Fate)
Person vs. Society
Person vs. Self

Quiz on short story terms/Writer's Workshop

Quiz on literary terms

Writers' Workshop--Share stories and participate in class.

HMWK:  Finish your stories.
Be sure you have a two page story to type up when we go to the Library Lab on Monday. 

Types of Characters in Fiction

Types of characters

Review for quiz tomorrow!!!!

Point of view (POV) :  First person, 3rd person (omniscient, limited omniscient, objective/camera eye)

Types of characters:

Characterization:  How a writer creates a character

 Static Characters

When people say that a character is "static," they're referring to the fact that a character doesn't change. (Sound familiar? There's a good reason for that.)

Round Characters

As a writer, your focus will be on developing your round characters. For readers, these are the characters you'll put the most effort into following and understanding.  They are complex, presented in detail

Dynamic Characters

The opposite of static characters, dynamic characters will undergo some kind of change in the course of the story.

Flat Characters

Flat characters are minor characters in a work of fiction who do not undergo substantial change or growth in the course of a story.  Characterized by one or two traits.

Protagonist

Major characters in a short story

Antagonist

The character or force opposing the protagonist.

If time permits:  Billy Collins'  "The Lanyard"
http://video.pbs.org/video/1851908803/

What gifts have you given to someone you love?  What have they given you that you treasure?  Write about a special gift you have given or received.

CONFLICT

CONFLICT

·      Conflict is essential to plot. Without conflict there is no plot. It makes the plot move forward.  

·      Conflict is not just an argument or physical fight, it is any form of opposition that faces the main character.

·      Within a short story, there only one conflict, or there could be one main one and several small ones.

There are two types of conflict:

1)    External - A struggle with a force outside one's self.

2)  Internal - A struggle within one's self; a person must make some decision, overcome pain, quiet their temper, resist an urge, etc.

There are four main kinds of conflict:

1)    Man vs. Man (physical) - The leading character struggles with his physical strength against other men, forces of nature, or animals.

2)  Man vs. Circumstances (classical) - The leading character struggles against fate, or the circumstances of life facing him/her.

3)  Man vs. Society (social) - The leading character struggles against ideas, practices, or customs of other people.

4)  Man vs. Himself/Herself (psychological) - The leading character struggles with himself/herself; with his/her own soul, ideas of right or wrong, physical limitations, choices…

Plot Elements and Story Starters

.

Anecdotes/Writers' Workshop

Quickwrite:  Literary Term  5 minutes

an·ec·dote

   [an-ik-doht]

noun, plural an·ec·dotes or, for 2, an·ec·do·ta [an-ik-doh-tuh]

1.

a short account of a particular incident or event, especially of an interesting or amusing nature.

2.

a short, obscure historical or biographical account.

Write a short anecdote about a time you lied.  Did you get caught?  Did you get away with it?  Why did you lie?  What was your MOTIVATION? 

Writers Workshop: 15-20 minutes 

Share your anecdote or share your short story. 

Review of week:

What did you learn?

Vocabulary:  Prevaricate,  5 W's and an H , Anecdote

Character, Protagonist, Antagonist, Setting, Plot, Motivation

   

Artist:  Pablo Picasso, Spanish painter, modernism, cubism 

"Art is a lie that enables us to realize the truth.

If time permits:
http://video.pbs.org/video/1851908803/