student survey

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Practice Day/editing for your Slam = Friday, June, 6th

Practice Day/editing for  your Slam = Friday, June, 6th

You must have a full draft of your slam, in class on Friday, June 6th.

Time will be spent practicing and editing.

How to "read" your poetry

Intro to Poetry Slam: How to “Read” Poetr

“A slam itself is simply a poetry competition in which poets perform original work alone or in teams before an audience, which serves as judge. The work is judged as much on the manner and enthusiasm of its performance as its content or style, and many slam poems are not intended to be read silently from the page” (poets.org, bolding mine)

Some poems are meant to be written and read silently, but most are not! Poetry used to be entirely spoken; writing them down is only a modern necessity for publishing purposes, and even then, many poets are returning to speaking their poems, since technology lets us record audio.

Spoken word poetry or performance poetry are terms for any poetry that was intentionally written with the goal of being read out loud. Slam poetry is performance poetry that is specifically performed at a competitive slam. (“Open mic nights” are usually not competitive and are not the same thing.)

At a typical slam, poets read their original work one at a time; the readings are VERY dramatic on purpose, and poets use their bodies and facial expressions too. Sometimes poets are scored by a judge, who uses a point system; other times, the winner is decided based on the audience’s reaction (snapping, cheering, shouting, etc.) In most slams, the audience is not just allowed but ENCOURAGED to make noise to show enthusiastic approval! (MMmm!)

So how do you know what a poem is supposed to sound like?

1.      Certain hints are given to you on the page: ·         Stanza breaks ·         Line breaks ·         Punctuation ·         Dialect, slang, etc.

2.    You can infer information from the author and content too: ·         Look at the year written, the author’s identity, and other background information. You will read a poem differently if you know that the narrator is a young Latino and not an old white man! ·         Look at the content: the topic, the tone, and the mood that the tone creates. Is it bitter? Happy? Heartbroken? Adjust accordingly!

Poem #1: “We Real Cool” by Gwendolyn Brooks

Text and audio recording by author: http://www.poets.org/viewmedia.php/prmMID/15433

	Wow – that’s a short poem! And yet still effective. What do you notice about the way she reads this poem out loud, compared to how it appears on the page? Is it what you expected?

 

We real cool. We

Left school. We

Lurk late. We

Strike straight. We

Sing sin. We

Thin gin. We

Jazz June. We

Die soon.

Poem #2: “Totally like whatever, you know?” by Taylor Mali

Text source: http://www.taylormali.com/poems-online/totally-like-whatever-you-know/

Video: http://www.youtube.com/watch?v=SCNIBV87wV4

FYI – the video and the text don’t perfectly match. Why do you think that happened?

In case you hadn’t noticed,
it has somehow become uncool
to sound like you know what you’re talking about?
Or believe strongly in what you’re saying?
Invisible question marks and parenthetical (you know?)’s
have been attaching themselves to the ends of our sentences?
Even when those sentences aren’t, like, questions? You know?

Declarative sentences—so-­‐called
because they used to, like, DECLARE things to be true, okay,
as opposed to other things are, like, totally, you know, not—
have been infected by a totally hip
and tragically cool interrogative tone? You know?
Like, don’t think I’m uncool just because I’ve noticed this;
this is just like the word on the street, you know?
It’s like what I’ve heard?
I have nothing personally invested in my own opinions, okay?
I’m just inviting you to join me in my uncertainty?

What has happened to our conviction?
Where are the limbs out on which we once walked?
Have they been, like, chopped down
with the rest of the rain forest?
Or do we have, like, nothing to say?
Has society become so, like, totally . . .
I mean absolutely . . . You know?
That we’ve just gotten to the point where it’s just, like . . .
whatever!

And so actually our disarticulation . . . ness
is just a clever sort of . . . thing
to disguise the fact that we’ve become
the most aggressively inarticulate generation
to come along since . . .
you know, a long, long time ago!

I entreat you, I implore you, I exhort you,
I challenge you: To speak with conviction.

To say what you believe in a manner that bespeaks
the determination with which you believe it.
Because contrary to the wisdom of the bumper sticker,
it is not enough these days to simply QUESTION AUTHORITY.
You have to speak with it, too.

What do you notice about his reading in terms of voice, body, facial expression, and overall EMOTION?

 

GUIDED NOTES:

Become a slam poet in five steps: video by Gayle Danley, et al.

Video: http://www.youtube.com/watch?v=9f8VcV8v2LE (3 minutes, 31 seconds)

Step 1: Write it all __________.

Step 2: Read out __________.

Step 3: Cut the ______: abandon extra words

Step 4: Read out loud, ________.

Step 5: Add “Flava”: power, movement, emotion

1.       What do you notice about the way “Tyler” reads his poem aloud, both in his voice and his body?

2.       What do you notice about the way the narrator is speaking?

3.      

Review 1.       What is slam poetry? 2.       How is slam different from other forms of poetry, such as spoken word or poetry that’s meant to stay on the page? 3.       What should a “good” slam poem include or sound like?

What can you infer or conclude about the writing process for slam poetry? (For example, what makes it different from writing an essay?)

How to write for a poetry slam

How to write for a poetry slam

Poetry Test

       Your Poetry Test will be on Friday, May 30th 

Please review all terms from the beginning of the poetry unit.  There is a practice test in your Poetry Packet.
(The one with the song lyric activities and the "National poem in your pocket"

 

Final Exam- Poetry Slam

Begin Preparing for our Slam: 
Slam will be on 6/10/14!            

What is a poetry slam?

A traditional poetry slam is a spoken word poetry event, usually competitive, that takes place on a stage in front of an audience. Winners are decided by a formal judge, or by the audience’s reactions.

How will it work?

Each student will write a poem and “present” it to the class. We will respond with positive feedback. In addition, students will be graded for the criteria established in the rubric, below.

Slams must be (components of your final exam):

• A typed copy must be handed in to Ms. O'Donnell before you perform.
• 3-5 minutes in length and will be timed.
• Very little to NO reading should take place.
• Slams should be acted out and emotional. (Show what you are feeling and want the audience to feel.)
• All students will give you written feedback.

Directions for poems:

1.       Choose one original poem you wrote during this unit (that you feel comfortable sharing).

2.       Make any revisions or changes you want, if needed.

3.       Practice saying the poem out loud by yourself and with a partner.

Participate in the slam!

a.       On your presentation day, you will briefly stand up to introduce** your poem.
b.      Hand the teacher your rubric and your final typed/printed copy of the poem.
c.       We will applaud and give you positive feedback on index cards or post-it notes.

Tips for Success:

ü  Focus on your expression and sound quality.

ü  Practice in a quiet place so as to not be disturbed by distracting background noise.

ü  Think about how you want us to feel at the end of it. Entertained? Inspired? Nostalgic? Sad? Something else?
 Make sure your word choices and your expression reflect that.

ü  Think about where you could pause, e-nun-ci-ate, slow down, speed up, and play with your own volume while you’re reading the poem. All of these things can make your reading more dramatic.

ü  If you have a low voice, you may have to work extra hard to avoid being monotone.

Poem Rubric: Writing & Speaking

		Exceeds	Meets	Improving	No Progress
Writing	Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.	Student’s poem not only MTS, but may also express mature writing in terms of content or advanced poetry techniques (i.e. figurative language, imagery, sensory details, onomatopoeia).	Student has created at least one poem that conveys a clear message or emotion for an audience. Poem is effectively expressed through its techniques, length, word choices, and/or tone.	Poem does not meet one criteria to MTS.	Poem does not meet two or more criteria to MTS.
Speaking and Listening					.
	Use appropriate eye contact, adequate volume, and clear pronunciation.	Student’s recording not only MTS but has a particularly engaging reading that may use pacing, inflection, or emphasis to add meaning or emotion to the poem.	Student’s reading is generally clear, is audible, has sufficient volume, and uses purposeful voice inflection for stress or emphasis to avoid being monotone.	Audio file does not meet one criteria to MTS.	Audio file does not meet two or more criteria to MTS.
	Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate	Student’s overall presentation not only MTS, but shows exceptional command of vocal or written skills to support the poem and its meaning.	Student’s introduction** and poetry reading are appropriate for the poem and the classroom, based on tone, word choices, and language use.	Student does not meet one criteria to MTS.	Student does not meet two or more criteria to MTS.

Other Considerations:	Student Self-Assessment:
ð        Rubric was late or missing. ð        Self-assessment was not completed. ð        Poem was not school appropriate. ð        Poem was not grade level appropriate. ð        Student was disrespectful while listening to others. ð        Other:	What did you do well on this assignment? What could you still revise, OR what would you do differently if you could do this again?

Teacher Comments:

Slight Change of Plans...

As I am out today, there is a slight change of plans:

All projects will be collected/checked tomorrow.  We will begin presenting tomorrow, so all students need to be prepared to present. (You will find out the presentation order, tomorrow.)

Today, you will be working with your classmate, Mr. J. C. Rivera.  He is executing his Capstone project during our class.  Please give him your undivided attention.  He is going to ask you to answer a few questions and then you will be reading a short story by Kafka.

I expect to hear a positive report on Thursday.

Thanks,

Ms. O'Donnell

Friday, April 11th

The Analysis of Lyrics:

Do Now:  Take out your notes from yesterday and review the literary terms for today's selected songs.

Lesson Objectives:

Know: Key concepts literary terms, including but not limited to those discussed in class this week.

Understand: Students understand the techniques employed by successful songwriters/musicians and how poetry and lyrics overlap.

Do: Analyze selected song and transfer enhanced analytical skills to future songs of student choice.

                                          

2/11/14: Vacation Homework

We have read approximately half of your independent reading books.  Your vacation assignment is to finish reading the remainder of your book.  On the Monday that we return, there will be an in-class essay to help assess your understanding of what you read.  You will be allowed to use your annotations during the essay, so be sure to mark up important quotes and concepts while you read.

Poetry Project

Poetry & Music Project                                                 NAME: _____________________________

Due Wednesday, May 7th

SHOW ME THAT YOU HAVE LEARNED HOW TO RECOGNIZE POETIC DEVICES!

Objective: You will identify poetic devices in songs of your own choosing & share with the class in a presentation.

✔You will “teach” the class how you identified each device in one or more songs.  You may include the music to the song, BUT you must not go over EIGHT MINUTES.  At eight minutes your presentation will end, and you will only be graded on the first eight minutes.  Therefore, you may have to “splice” your song (just use a portion of it).  You do NOT need the music to use those lyrics in your presentation (it’s optional).

✔You will provide a copy of the lyrics to Ms. O’Donnell at least a day BEFORE your presentation

 (24 hours in advance!).

✔Your lyrics MUST be school appropriate.  Absolutely no derogatory, racist, sexist, vulgar, profane, or just plain insulting lyrics are allowed.  You have been warned.  You WILL receive a zero.

✔You must credit your sources on the final page by giving the web address of the lyrics & the writers of the lyrics (who are not necessarily the artists performing).  If you include the music, you must cite the artist & album & copyright year

✔You must include a MINIMUM of FIVE poetic devices.

✔You may earn extra credit if you find more than five poetic devices.

✔You will be graded on the following criteria:

            25 points        Minimum of five CORRECT identifications of poetic devices

            20 points        Presentation’s Visual Appeal

            10 points        Citations of Sources on Final Page

            10 points        Providing the lyrics to Ms. O’Donnell at least 24 hours in advance

           -If you CHANGE your lyrics without giving them to Ms. O’Donnell, you will NOT get these points.

            25 points        Clear Presentation & Explanation of Each Device

            10 points        Listening to Classmates (Silent/not disruptive during  classmates’ presentations!)

Total: 100 Points

DUE: Wednesday, May 7th

Name of Student(s): _________________________________________________

Criteria	Points Possible/Deductions	Your Points
Lyrics Turned In On Time	+10 possible +10 if turned in at least day before +5 if turned in right before +0 if turned in afterwards
Minimum of FIVE Correct Identifications	+25 possible (+5 per device correct) +25 if 5/5 all correct +20 if 4/5 correct +15 if 3/5 correct +10 if 2/5 correct +5 if 1/5 correct +0 if 0/5 correct
Clear Presentation & Explanation of Each Device	+25 possible +25 if 5/5 clearly explained +20 if 4/5 clearly explained +15 if 3/5 clearly explained +10 if 2/5 clearly explained +5 if 1/5  clearly explained
Visual Appeal of Presentation	+20 possible +20 is presentation is pleasing to eye +16 if is somewhat appealing +10 if not really appealing +0 not at all appealing
Citations of Sources	+10 possible +10 if ALL citations present:    -Web address of lyrics    -Writer(s) of lyrics If music is included, has:    -Artist, Album, Copyright year
Listening as Others Presented	+20 possible +20 if listening entire time. -1 per interruption; After 5 interruptions, student is removed and receives 0
Extra Credit	+1 possible per device (up to +5 extra) 1       2       3       4       5
Total points	Your Score:

Tuesday, April 8th

Please read in your independent reading books.  There will be a reading check up to page 140 on Wednesday.