English I Honors—November 12, 2015

• Daily Warm-up: Add the terms euphony and cacophony to your notes, and then answer the following question on your warm-up paper:– Euphony: pleasing combination of sounds– Cacophony: harsh, discordant effect of sound– Why would poets try to create euphony or cacophony in

a poem? Explain. • Homework:– Study for Lesson 22 and 24 Vocabulary Quiz.– Reading Plus due Sunday at 11:59.

English I Honors—Lesson 22 Vocabulary

• Revival—n. an instance of something becoming popular, active, or important again.

• Survivor—n. a person remaining alive after an event in which others have died.

• Convivial—adj. friendly, lively, and enjoyable.• Vitamin—n. any of a group of organic compounds that are essential for

normal growth and nutrition • Vitalize—v. give strength and energy to.• Vivacious—adj. attractively lively and animated.• Vividly—adv. in a clear, graphic or very detailed manner. • Revived—v. restored to life or consciousness• Vitality—n. the state of being strong and active; energy.• Revitalizing—v. injecting with new life and vitality.

English I Honors—Lesson 24 Vocabulary

• Emotion—n. a state of mind deriving from one's circumstances, mood, or relationships with others.

• Audition—n. an interview for a particular role or job as a singer, actor, dancer, or musician

• Repertory—n. the performance of various plays, operas, or ballets by a company at regular short intervals

• Lyrics—n. the words of a song• Comedian—n. an entertainer whose act is designed to make an audience laugh• Farce—n. a comic dramatic work using buffoonery and horseplay• Orator—n. a public speaker, especially one who is eloquent or skilled.• Articulate—adj. having or showing the ability to speak fluently and coherently• Tripod—n. a three-legged stand for supporting a camera or other apparatus • Encore—n. a repeated or additional performance of an item at the end of a

concert, as called for by an audience

Unit 4 Embedded Assessment 1

• Your assignment is to create a thematic poetry anthology that will include an introduction to the collection, seven or eight original poems with complementary visuals, and a reflection that explains the style and content of the work presented.

• complementary—combining two or more elements in ways that enhance both.

Creating a Poetry Anthology Rubric

Scoring Criteria ExemplaryIdeas The anthology presents original poems with a clear tone;

uses annotations to identify literary devices and to provide insightful analysis of purpose; insightfully introduces the collection of the work; clearly explains and provides examples of purpose, creative process, challenges, and use of symbolic visuals.

Structure The anthology contains all required elements, including a creative cover page and title, a complete table of contents, and symbolic visuals; shows appropriate and consistent poetic form.

Use of Language The anthology uses connotative words, figurative language, and compelling verbs to reinforce theme and to achieve a specific effect.

Ideas for Writing Poetry

• What are some insights you’ve gained from the reading today that can help you as you write your own poetry?

Check Your Understanding

• You now have notes on ideas, words and possible poetry starters. Choose something from your notes and use it to begin writing an original poem you might use for your poetry anthology. Be sure to do the following:– Use imagery– Experiment with free verse– Use repetition

Literary Devices in Poetry (Musical Devices)https://www.youtube.com/watch?v=53zWcf9zJVU

Literary Device Definition Example from poems I’ve

read

Explanation of function and

use

My own original example

connotationThe

associations and emotional

overtones attached to a

word

“Ode to Conger Chowder”

thick, succulent, tender, precious, glistens, caress

All of these words have a positive

connotation, they make the chowder

seem like something really

special

connotation, tone, imagery, diction, hyperbole, allusion, symbol, extended metaphor, anaphora, theme, refrain,

onomatopoeia, alliteration, rhyme, assonance, consonance

A Catalog of Coming-of-Age Experiences

• Catalog poem: a poem that uses repetition and variation in the creation of a list, or catalog, of objects, desires, plans or memories.

• Lining out: the process of creating line breaks to add shape and meaning in free verse poetry.

• Generate a list of memorable childhood experiences that defined or described your childhood. Try for at least ten experiences.

• https://www.youtube.com/watch?v=RiX-Cjapuac

A Catalog of Coming-of-Age Experiences– My friend and I used my canopy bed as monkey bars and broke it.– My brother was chasing me and my friend. We were playing tag. We ran out

to the car, and as I slammed the door, my brother’s fingers were smashed, and he had to go to the hospital.

– I tried to “ice skate” on a frozen creek and fell in. I had to be pulled out by my crush, and had to wear a set of his clothes (including a pair of his underwear) because mine were all wet.

– One day I didn’t want to ride the bus home, so I tried to convince my brother to walk home with me, and he was freaking out because we didn’t know how to get home, and I was freaking out because I was a weirdo, and he finally convinced me to get on the bus.

– I decided to challenge this really mean girl to a race down the “wheel chair hill” and as I was winning the race, I tripped at the bottom of the hill and slid across the black top skinning up my arms and legs, and ended up at the nurse.

– The first time I cursed was in 5th grade, and I used the “b” word, but I yelled it at a boy, and then cried hysterically afterward because I knew I was in big trouble if my parents found out.

– When I was in 6th grade, this boy was really mean to me, so one time during PE, I ran full force and shoved him to the ground. I had to run an extra lap.

– I told a group of girls in 7th grade that I wondered if our really cute Geography teacher shaved “his mhmh,” and they made fun of me and said they were going to tell him, and I totally freaked out and never wanted to go to school again.

– My brother and I would race home after we got off the bus because we only had one bathroom. One time he beat me, and I had to pee so badly, I tried to go in the sink, but I was laughing so hard I peed all over myself. My mom came home and saw the whole thing. My brother asked why I didn’t just go in the bathtub.

– I always forgot to get the clothes off of the clothesline before I went to school. One morning I was in a rush, and it started raining, and I ran out the back door to get the clothes, and I slipped and fell on my butt. I was crying and my brother asked if I was okay, and my response was, “Yeah, but I’m dirty.”

Write a Catalog Poem

• Using the list of memories you created at the beginning of this activity, try your hand at creating a catalog poem. Rephrase and order your catalog of memories in a meaningful way. Be sure to:– Use imagery to create vivid sensory pictures.– Line out your poem to emphasize ideas.– Experiment with forms of repetition.