and then what happened - Foothills Middle Schoolfms.wsd.wednet.edu/johnsoncore/creativewriting/Poetry Unit... · As you write each poem thoughtfully, choose a title for it and write

...and then what happenedStudent Checklist/Scoring Sheet

You are responsible for keeping track of this record sheet. It will be turned in for your final grade.

Pre-write:______/45 pts. Story Map (Literature) (you may not move on until your story map is scored) Drafting, editing, and publishing:Use the grid below to check off each step as you finish it and to record your scores--

NA

NA

NA

NA

S

MagicWord

Choice, Voice,

Fluency,4 pts

Formcorrect form

4 pts

/20

/20

/20

/16

/20

/13

/20

/20

/16

/20 /20

Totaldivided

betweenLA and

Literature

falling action & resolution/ theme

climax

building to the climax

rising action--2nd or 3rd event

rising action--2nd event or suspense builder

reaction to 1st event--action taken

reaction to 1st event--feeling

rising action--1st event

emphasize conflict

exposition-intro. of characters and conflict

exposition-setting

Story Element Focus

Illustrated and neatproduct place-ment of poem, typed picture2p ts . 4 pts.

Editperfect Conven-tions

3 pts.

poemanalysiscolors and answers3 pts

Mother to Son

old age sticks

Dream Deferred

We Real Cool

Union of Children’s Rights

haiku

haiku

Oranges

The Red Wheelbarrw

The Road Not Taken

Fog

Poem

MAP#

11TO14

C

10

9

8

7

6

5 to6

4

1to4

Cover (includes author, title, date, and illustration) _______/ 10 pts. LATable of Contents (typed with all your Master Emulated titles) _______/ 10 pts. LAStory Flow: Do the poems make a clear, easy to read story? _______/ 15 pts. LAAbout the Author extra credit /5 Title Page extra credit /2 LA

....And Then What Happened?Your JobCreate a suspenseful mystery, adventure or historical fiction story that will be writte in 7 or more separate poems.

How to do it?• Formulate an interesting and well thought out plot ( This part is

ESSENTIAL! Take the time you need to prepare to write).

• Model the master poets of modern times as we study their poems in class (it worked for them and it will work for you).Masters we will study:

• e.e. cummings• Gwendloyn Brooks• Robert Frost• Shel Siverstein• Carl Sandburg• Langston Hughes• William Carlos• Issa / Basho• Gary Soto• Other forms and poets

• Work with a peer editor to prepare your story for publication• Create an eye-catching cover and table of contents• Illustrate your story• Publish and share

Wah-lah!! You have masterfully written story in a unique form that will thrill its readers.

See the Student Checklist (front cover) for more information

As you write each poem thoughtfully, choose a title for it and write it in the space below.

Table of ContentsTable of Contents1. ________________________________ (Fog)

2. ________________________________ (The Road not Taken)

3. _______________________________ (The Red Wheelbarrow)

4. ________________________________ (Oranges)

5. ________________________________(haiku #1)

6. ________________________________ (haiku #2)

7. ________________________________ (Union of Children’s Rights)

8. ________________________________ (We Real Cool)

9. ________________________________ (Dream Deferred)

10. ________________________________ (old age sticks)

11. ________________________________ (Mother to Son

Form - (4)When you model the masters you need to try and model as much of their “style” as you can including: signature, punctuation, amount of words, syllables, and lines, rhyming, include any structure the master demonstrates.Word Choice/Voice - (4)When you model the masters you need to capture the “magic” they create by using enhancing words like active verbs and figurative language as close to the masters’ style as possible. Need help? www.rhymezone.com

Model the Masters Response

COLOR ANALYSIS of POEM #1----------------------------------------------------------------------------------------------------------------

• YELLOW box = explanation of title and theme • GREEN circle = imagery • BLUE underline = confusing words or phrases • RED underline = words new to you

Fog

The fog comeson little cat feet.

It sits lookingover harbor and cityon silent haunchesand then moves on.

--Carl Sandburg

UNDERSTANDING THE POEM (see Literature and Language pg. 84-95)

FORM: How many lines in each stanza ? How many stanzas (if any). SOUND: Is there a rhyme pattern? Rhythm? Repetition? Alliteration? Is this Free Verse?

IMAGERY: How and where did the poet use words and phrases that appealed to the five senses? Circle these words and phrases in GREEN

FIGURATIVE LANGUAGE: Any similes? What about metaphors? Any personifications? Circle any you fine in ORANGE.

ALLUSION: Any reference to other people, places, or things from the present or past? Where?

PURPOSE: Circle which is the purpose: share a message, convey a feeling, start you questioning and thinking, make you laugh, or tell a story? In PURPLE underline lines that support your choice?

THEME: What is the “big idea” the author wants the reader to understand when they are done?

NOW, USING THIS MASTER POET AS A GUIDE, WRITE YOUR OWN POEM ON THE BACK

“Fog” (#1 Setting of Story)

Form ______ Magic ______One Word Title Enhancing words - circle in redUse Simile or Metaphor Simile or Metaphor -underline in redTwo Stanzas: Setting is descriptive / clear1rst Stanza 3-4 word sentence2nd Stanza 3-4-3-4 word sentenceSignature and title emulated from Master

Draft:




The Road Not Takenby Robert Frost

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

Then took the other, as just as fair,And having perhaps the better claim,Because it was grassy and wanted wear;Though as for that, the passing thereHad worn them really about the same,

And both that morning equally layIn leaves no step had trodden black.Oh, I kept the first for another day!Yet knowing how way leads on to way,I doubted if I should ever come back.

I shall be telling this with a sighSomewhere ages and ages hence;Two roads diverged in a wood, and I--I took the one less traveled by,And that has made all the difference.



IMAGERY: How and where did the poet use words and phrases that appealed to the five senses? Circle these words and phrases in GREEN.



PURPOSE: Circle the purpose: share a message, convey a feeling, start you questioning and thinking, make you laugh, or tell a story? In PURPLE underline lines that support your choice?


“A Road Not Taken” (#2 - 3 Intro. Characters / hint on Conflict)

Form ______ Magic ______a-b-a-a-b rhyme scheme enhancing words (Circle in Red)four stanzas vivid images (Circle in Red)each line starts with a capitalSignature and title emulated from Master

Draft:




The Red Wheelbarrowby William Carlos Williams

so much depends upon

a red wheel barrow

glazed with rain water

beside the white chickens.


FORM: How many lines in each stanza ? How many stanzas (if any).

SOUND: Is there a rhyme pattern? Rhythm? Repetition? Alliteration? Is this Free Verse?




PURPOSE: Circle purpose: share a message, convey a feeling, start you questioning and thinking, make you laugh, or tell a story? In PURPLE underline lines that support your choice?



“Red Wheelbarrow”(4-5 Bring out - Introduce Conflict)

Form ______ Magic ______1rst stanza “so much depends upon” Word Choice to create conflict2-4 stanzas: descriptive statement Imagery to create conflict (U. red) followed by a noun (3 word line Bring in emotion followed by a 1 word line)Signature and title emulated from Master

Draft:

Model the Masters ResponseCOLOR ANALYSIS of POEM #4

---------------------------------------------------------------------------------------------------------------- • YELLOW box = explanation of title and theme • GREEN circle = imagery • BLUE underline = confusing words or phrases • RED underline = words new to you

"Oranges"

The first time I walked Light in her eyes, a smileWith a girl, I was twelve, Starting at the cornersCold, and weighted down Of her mouth. I fingeredWith two oranges in my jacket. A nickel in my pocket,December. Frost cracking And when she lifted a chocolateBeneath my steps, my breath That cost a dime,Before me, then gone, I didn't say anything.As I walked toward I took the nickel fromHer house, the one whose My pocket, then an orange,Porch light burned yellow And set them quietly onNight and day, in any weather. The counter. When I looked up,A dog barked at me, until The lady's eyes met mine, She came out pulling And held them, knowingAt her gloves, face bright Very well what it was allWith rouge. I smiled, About.Touched her shoulder, and ledHer down the street, across Outside,A used car lot and a line A few cars hissing past,Of newly planted trees, Fog hanging like oldUntil we were breathing Coats between the trees.Before a drugstore. We I took my girl's handEntered, the tiny bell In mine for two blocks,Bringing a saleslady Then released it to letDown a narrow aisle of goods. Her unwrap the chocolate.I turned to the candies I peeled my orangeTiered like bleachers, That was so bright againstAnd asked what she wanted - The gray of December

That, from some distance,Someone might have thoughtI was making a fire in my hand.

--Gary Soto

UNDERSTANDING THE POEM (see Literature and Language pg. 84-95) FORM: How many lines in each stanza ? How many stanzas (if any). SOUND: Is there a rhyme pattern? Rhythm? Repetition? Alliteration? Is this Free Verse?

IMAGERY: How and where did the poet use words and phrases that appealed to the five senses? Circle the words and phrases in GREEN.





“Oranges”(6-7 1rst event in your story)

Form ______ Magic ______Free Verse Enhancing active verbs (no --am,complete and partial sentences were, is, are, etc.)25- 40 lines Vivid images (color, sound, smellCapitalize 1rst words imagery, etc.)Signature and title emulated from Master

Draft:


COLOR ANALYSIS of POEMS #5 & #6----------------------------------------------------------------------------------------------------------------


****Notice this is not 5-7-5 syllables because it was TRANSLATED from Japanese.

The old pond-- It would melt a frog jumps in, in my hand--

plop! The autumn frost.

--Basho --Basho ___________________________________________________________

Mosquito at my ear-- Even with insects--does it think some can sing,

I’m deaf? some can’t.

--Issa --Issa



IMAGERY: How and where did the poet use words and phrases that appealed to the five senses? Circle the words and phrases in GREEN.






“Haiku #1” - Feeling(7-8 Reaction to First Events)

Form ______ Magic ______no title Enhancing words3 lines Creating a feeling for the reader5 - 7- 5 syllablesSignature and title emulated from Master

Draft:____________________ (Write here the feeling you are trying to create)

“Haiku #2” - reaction(8-9 Reaction to First Events)

Form ______ Magic ______no title Enhancing words3 lines Response to the above feeling5 - 7- 5 syllables Small moment in time (frozen)Signature and title emulated from Master

Draft:____________________ (Write here the feeling you are trying to create)




Union of Children’s Rights by Shel Silverstein goes here.Concrete (picture) poem

UNDERSTANDING THE POEM (see Literature and Language pg. 84-95) FORM: How many lines in each stanza ? How many stanzas (if any).





PURPOSE: Circle purpose share a message, convey a feeling, start you questioning and thinking, make you laugh, or tell a story? In PURPLE underline lines that support your choice?


“Union of Children’s Rights: (9-10 2nd event or Suspense builder)

Form ______ Magic ______Picture is essential to message Use of a style such as: alliteration of your poem repetition, etc.Limited number of words Artistic disply of message

Signature and title emulated from Master

Draft:




We Real Coolby Gwendolyn Brooks

The Pool Players.Seven at the Golden Shovel

We real cool. WeLeft school. We

Lurk late. WeStrike straight. We

Sing sin. WeThin gin. We

Jazz June. WeDie soon.






PURPOSE: Circle poem’s purpose: share a message, convey a feeling, start you questioning and thinking, make you laugh, or tell a story? In PURPLE underline lines that support your choice?



“We Real Cool”(10-11 3rd Event or EVERYTHING up to the climax)

Form ______ Magic ______1rst stanza tells who, where and Make sure the message doesn’t how many get lost in the form2- 5 use exact number of words per line as the masterUse the same pronoun throughoutUse only one syllable wordsRhyme and alliterate exactly like the masterSignature and title emulated from Master

Draft:




Dream Deferred

What happens to a dream deferred?

Does it dry up like a raisin in the sun?

Or fester like a sore-- and then run?

Does it stink like rotten meat? Or crust and sugar over-- like a syrupy sweet?

Maybe it just sags like a heavy load.

Or does it explode?

--Langston Hughes


FORM: How many lines in each stanza ? How many stanzas (if any).





PURPOSE: Does this poem share a message, convey a feeling, start you questioning and thinking, make you laugh, or tell a story? In PURPLE underline lines that support your choice?



“Dream Deferred”(Questions right before the climax)

Form ______ Magic ______Make six stanzas Each simile must clarify the 1rst starts with “What happens “essence of the action” when” and ends with the Shows Strong Sense of EMOTION essence of the action (trapped, lost, afraid, cold etc.)Every stanza but 5th is a questionFollow Master’s line format: first word in each sentence and rhyme patternsimiles in stanzas 2-4Signature and title emulated from Master

Draft:



Old Age Sticks by e.e.cummingsold age sticks up Keep Off signs)& youth yanks them down(old age cries No Tres)&(pas) youth laughs (sing old age scolds Forbid den Stop Must n't Don't &)youth goes right on gr owing old

UNDERSTANDING THE POEM (see Literature and Language pg. 84-95) FORM: How many lines in each stanza ? How many stanzas (if any).








“old Age Sticks”(12 The Climax)

Form ______ Magic ______Title is the first line of poem Climaz is understood - not lost inFive Stanzas with: the form

3 words2 words1 words2 words

Parenthesis are usedInteresting punctuation (not

spelling)Play with language and reading

aloudSignature and title emulated from Master

Draft:



Mother to Son by Langston Hughes

Well, son, I'll tell you:Life for me ain't been no crystal stair.It's had tacks in it,And splinters,And boards all torn up,And places with no carpet on the floor --

Bare.But all the timeI'se been a-climin' on,And reachin' landin's,And turnin' corners,And sometimes goin, in the darkWhere there ain't been no light.So boy, don't you turn back.Don't you set down on the steps'Cause you finds it's kinder hard.Don't you fall now --For I'se still goin', honey,I'se still climbin'And Life for me ain't been no crystal stair.

UNDERSTANDING THE POEM (see Literature and Language pg. 84-95)FORM: How many lines in each stanza ? How many stanzas (if any).








“Mother to Son”(Resolution / Falling Action / Theme #’s 13-16)

Form ______ Magic ______Three Stanzas with: Leaves reader satisfied

6 lines Wraps up the story13 lines Theme / advise can be generalized 1 line to other areas

Star 1rst line with “Well....” Reader can feel the emotion of the 2nd and last line are the same and of the poem / story

are a statement of lesson / purpose of story with a simile

Each line begins with a capitalCorrect use of punctuationDifferent dialect (optional)Signature and title emulated from Master

Draft:

Documents

and then what happened - Foothills Middle Schoolfms.wsd.wednet.edu/johnsoncore/creativewriting/Poetry Unit... · As you write each poem thoughtfully, choose a title for it and write