Poetry Project Requirements

Poetry Project

Individual: Select 10 poems from a minimum of 6 countries that all have the same theme. You can select from love, anguish, jealousy, isolation, ennui or select your own. If you write your own poem, it will count for 2 of the total poem count (and count as an American poem).

With a partner: Select 20 poems from a minimum of 11 countries that all have the same theme. You can select from the themes above.

For both:
Include a copy of the poem and your own critique as to why the poem matches your theme. Each critique should be a minimum of 8 sentences, which is very short. Cite the poem, quote when necessary and really make your case!

In a portfolio, include a copy of the poem, the author, the country of origin and your description. You can have this printed or posted to your blog.

World Poetry

This week we will travel around the world discovering poetry of different regions. First rewrite the standards (listed here) in your own words. At the end of the unit, return to your blog to tell whether or not you feel you met these standards.

ELAWLRL1 The student demonstrates comprehension by identifying evidence (i.e., examples of diction, imagery, point of view, figurative language, symbolism, plot events, main ideas, and cultural characteristics) in a variety of texts representative of different genres (i.e., poetry, prose [short story, novel, essay, editorial, biography], and drama) and using this evidence as the basis for interpretation.

ELAWLRL2 The student identifies, analyzes, and applies knowledge of theme in a work of world literature and provides evidence from the text to support understanding.

ELAWLRL3 The student deepens understanding of literary works from around the world by relating them to their contemporary context or historical background, as well as to works from other time periods.

ELAWLRL5 The student understands and acquires new vocabulary and uses it correctly in reading and writing.

ELAWLRC2 The student participates in discussions related to curricular learning in all subject areas.

Unit 5--Weeks 5-7

This week we will discuss a historical play by Arthur Miller, The Crucible. We will read the play aloud, discuss the themes and the story together. This play is based on the true events of The Salem Witch Trials, with some liberties taken by the author for dramatic effect.

On your own blogs, please re-write the following standards. When we are finished with the unit, return to your blogs and state whether or not we mastered these standards as a class. Remember to give a complete reason and explain why you feel we did or did not.

Standards:

ELAWLRL1 The student demonstrates comprehension by identifying evidence (i.e., examples of diction, imagery, point of view, figurative language, symbolism, plot events, main ideas, and cultural characteristics) in a variety of texts representative of different genres (i.e., poetry, prose [short story, novel, essay, editorial, biography], and drama) and using this evidence as the basis for interpretation.

ELAWLRL2 The student identifies, analyzes, and applies knowledge of theme in a work of world literature and provides evidence from the text to support understanding.

ELAWLRL3 The student deepens understanding of literary works from around the world by relating them to their contemporary context or historical background, as well as to works from other time periods.

ELAWLRC1 The student reads a minimum of 25 grade-level appropriate books or book equivalents (approximately 1,000,000 words) per year from a variety of subject disciplines. The student reads both informational and fictional texts in a variety of genres and modes of discourse, including technical texts related to various subject areas.

ELAWLRC2 The student participates in discussions related to curricular learning in all subject areas.

Unit 4/Week 4 Work

This week we will go back to creative writing. A descriptive writing piece is one that shares an experience with your reader. That is, you will explain a place, feeling, object or person using your sensory descriptions.

Remember to include each of your five senses, as well as using language we discussed in our group talk about figurative language. (Figurative devices and their definitions can be found here:


You do not need to use them all, but be sure to include a few that will make your writing more interesting.

The standards we are addressing this week are:

ELA10RL1: The student demonstrates comprehension by identifying evidence (examples of diction, imagery, point of view, figurative language, symbolism, plot events and main ideas) in a variety of texts represetnative of different genres (poetry, prose, drama) and using this evidence as the pasis for interpretation.

ELA10RL4 The student employs a variety of writing genres to demonstrate a comoprehensive grasp of significant ideas in selected literary works. Thes tudent composes essays, narratives, poems or technical documents.

ELA10RL5 The student udnerstands and acquires new vocabulary and uses it correctly in reading and writing.

ELA10W1: The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout and signals closure.

ELA10W2: The student demonstrates competence in a variety of genres

ELA10LSV1 The student participates in student-to-teacher, student-to-student and group verbal interactions

Unit 3/Week 3 Work

This week we will return to NovaNet and complete more conventions. At the end of this week, you should be at the half-way point in your NovaNet (through Module 5).

The NovaNet and any class discussions will meet the following Georgia Performance Standards. Please rewrite the following standards in your own words on your blog:

ELA10C1: The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats.This includes:

• Demonstrate an understanding of proper English usage and control of grammar, sentence and paragraph structure, diction and syntax.
  
• Correctly use clauses, phrases and mechanics of punctuation
  Demonstrate an understanding of sentence construction and proper English usage

Unit 2/Week 2 Work

This week you will begin writing, editing and revising your first piece of work for this class. Your first writing assignment will be to write a first person narrative, or autobiography. When you write this piece, remember that you are not telling your entire life story, but rather just one moment that is important. Here are a few suggestions as to how this can be done:

• Your most embarrassing moment
• Your first day at a new school or job
• An important family event

Your piece of writing should be two pages, typed, double-spaced in a Times New Roman 12-point font. This assignment fits the standard:

ELA10C2: The student demonstrates understanding of manuscript form, realizing that different forms of writing require different formats. You should:

• Produce writing that conforms to appropriate manuscript requirements.
• Produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization.
• Reflect appropriate format requirements, including pagination, spacing, and margins, and integration of source material with appropriate citations.
• Include formal works cited or bibliography, when applicable.

Don't forget to rewrite the standard using your own language on your blog. After you have completed all of the steps of your writing (pre-writing, drafting, revising, editing, publishing) please return to your blog and tell me how your assignment fit the required standard.

If you have trouble remembering what each step of the writing process is, check out this link: http://www.ezwebsite.org/Photos/files112/5%20Steps%20of%20the%20Writing%20Process%20chart.doc

Check your pacing guide to view the dates your rough draft is due, when you will peer edit and when your final draft is due. (Your final draft will both be emailed to me as an attachment and posted to your blog to display your fantastic final product!)

Unit 1/Week 1 Work

Before beginning this unit, you should review the Georgia Performance Standards we are about to address.

Each week as we begin a new unit or address a new standard, I would like you to access your personal blog. I would like for you to rewrite the standard using your own language, which should take only about three or four sentences. Then, after completing all of the work for the unit, you should write how the assignment(s) you just completed fit your summary. Aagain, this could be done in approximately three sentences.

Think of this as a way for me to judge whether or not you truly learned what you were supposed to. If you can't say that it did, you may need to work with me and attempt the assignment again with a different stategy.

The first week of class will cover NovaNet modules 1-3. These modules address the following standards:

ELA10C1: The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats.

This includes:

• Demonstrate an understanding of proper English usage and control of grammar, sentence and paragraph structure, diction and syntax.
• Correctly use clauses, phrases and mechanics of punctuation
• Demonstrate an understanding of sentence construction and proper English usage.

Check your pacing guide to deteremine what unit of NovaNet you should complete each day. The lessons you learn will include, but are not limited to: capitolization, punctuation, proper structure of a paragraph and scanning versus skimming for research.

Attendance Policy

I abide by the very strict attendance policy put into place by the PLC. In the course of our 12 weeks together, you are allotted no more than four absences. If you are ill or have an otherwise excused absence, you may call me or email me prior to the start of class. If you do so, you may make up the time during Friday school, and will not receive an absence. This is a new feature the PLC is offering this year, which we hope will benefit those of you who must miss class but do not want to get behind.

However, if you do not attend Friday school for the date I assign, your absence will stand. Because I show leniency in this way, I do not offer appeals for students going over in attendance. (The only exception to this is if all of your absences are excused and consecutive, meaning you have not yet had the opportunity to attend school on a Friday. That is a rare circumstance.)

Do not expect to be able to make up class time for the following reasons:

slept through alarm
didn't feel like coming in, etc.
an otherwise excused absence in which you did not alert me that you would be absent

Just remember, if you hold up your end of the deal and try your best, you will excel and learn a lot in this class!

Welcome to Class!

Hello Everyone,

Thank you for checking in to your class. I hope we have a great, productive school term together. This class is Tenth Grade Literature and Composition credit, in which we will discuss reading, literature, writing, conventions and listening, speaking and viewing, as required by the state of Georgia for a credit towards graduation.

There are many things that you will need to keep in mind for this class, so each major point will have its own link on this blog.

For example, be sure to read the links for the syllabus and attendance policy and pay careful, close attention any time you see the words "Georgia Performance Standards (GPS)."

Each of your assignments will be explained here fully, so be sure to read the information before attempting to complete the work.

Enjoy!

Mrs. Scredon