Research II

The 'source card' for their research project was introduced and explained by the librarian, with special attention to the format conventions for sourcing a book.

Example:

Hahn, Mary Downing. Wait Till Helen Comes. New York:
Avon Books, Inc., 1986.

Note that the book title should be underlined. Special focus on punctuation and capitolization.

Students made a sample card for a grade. Everyone did well.

Research I

Classes wrote a brief explanation of John Donne's line, "No man is an island." This was collected for a grade.

Research topics were chosen and the directions were discussed:

Research Project

Over the next two weeks we will be working together on research skills. The topics are important events or people in American history. We will have time in the library with Mrs. DeLilli working on necessary research skills along with time to investigate your own topic.

This information will be presented in a poster format to your class. The poster must include:

1. Your topic, in bold, easy to read writing
2. Pictures, graphics- either hand drawn or prints with captions
3. Information from your 3 sources in a well organized, logical, sequenced order. Typed information can be presented in a report format, or it can be separated into sections to coordinate graphics.
4. Reference page of 3 sources used- typed and attached to the back of the poster.

Dates to Remember

April 25 - choose topic
April 26, 27- research techniques/ skills
April 30, May 1, 2 research (note taking) in library
May 3, 4- computer lab
May 7- projects due, presentations begin

General Rubric

Note cards: 20 pts.
Source cards: 15 pts.
Written Info: 30 pts.
Graphics: 15 pts.
Reference page: 10 pts.
General appearance: 10 pts
This project counts for two grades.

Classes will report directly to the library.

Poetry VIII -Understanding Metaphor and Simile

We continued discussing how to find meaning in these figures of speech. "She is in the autumn of her life" was written on the board. Students copied this down in their journal and write its meaning. Discussion followed.

Next we looked at the poem "The Wind" by Robert Louis Stevenson again, and matched the terms assonance, personification, metaphor, simile and alliteration to the lines in the poem where they occurred.

Tomorrow, they will start class by writing the meaning of a metaphor (which will be taken for a grade), then we will start work on choosing research topics.

We'll return to the poetry unit after this and a novel.

Poetry VII -Understanding Metaphor and Simile

We discussed how to think about figurative language. Using the example, "Michael is a rock" we discussed the steps to take in thinking about what this means.

1. What is a rock? What are its qualities?
2. How do these qualities relate to the context of the poem or story?
3. Rocks are hard, strong, heavy, etc.
4. If the context is dicussing Michael's physical strength, the metaphor is telling us that Michael is tough or very strong.

We then practiced this process in our poetry packets, figuring out given similes.

Tomorrow we will go over the poem read in class on Friday.

Poetry VI: The Wind

I attended a conference today. The substitute administered the spelling test and had the students work on the following poem in class:

The Wind
By Robert Louis Stevenson

I saw you toss the kites on high
And blow the birds about the sky;
And all around I heard you pass,
Like ladies' skirts across the grass--
O wind, a-blowing all day long,
O wind, that sings so loud a song!

I saw the different things you did,
But always you yourself you hid.
I felt you push, I heard you call,
I could not see yourself at all--
O wind, a-blowing all day long,
O wind, that sings so loud a song!

O you that are so strong and cold,
O blower, are you young or old?
Are you a beast of field and tree,
Or just a stronger child than me?
O wind, a-blowing all day long,
O wind, that sings so loud a song!

Students read the poem through once for meaning and wrote in their journals about it. Afterwards they read it again and identified as many poetic devices as they could (metaphors, similes, personification, etc.)

We will be interrupting our poetry unit next week to start a Social Studies based research project, so there will be no spelling list. We will discuss the project and choose topics on Wednesday. Afterwards we will be spending a lot of time in the library.

Poetry V: Helplessly Hoping

We used the Crosby, Stills and Nash song to demonstrate some of the elements of poetry, specifically alliteration, metaphor, assonance and personification.

Helplessly Hoping
by Stephen Stills

Helplessly hoping her harlequin hovers nearby
Awaiting a word
Gasping at glimpses of gentle true spirit
He runs, wishing he could fly
Only to trip at the sound of goodbye

Wordlessly watching, he waits by the window
And wonders at the empty place inside
Heartlessly helping himself to her bad dreams
He worries, did he hear a goodbye
Or even hello

{Refrain}
They are one person
They are two alone
They are three together
They are for each other

Stand by the stairway, you'll see something
Certain to tell you confusion has its cost
Love isn't lying, it's loose in a lady
Who lingers, saying she is lost
And choking on hello

Students were given some handouts which we will work on tomorrow after the spelling test.

Whirligig Wrap Up

Handed back all Whirligig work today. We went over the packets and essays.

Back to poetry tomorrow.

Can you believe we're in the 4th marking period?

Poetry IV

We started with another Frost poem:

A Time to Talk

When a friend calls to me from the road
And slows his horse to a meaning walk,
I don't stand still and look around
On all the hills I haven't hoed,
And shout from where I am, 'What is it?'
No, not as there is a time to talk.
I thrust my hoe in the mellow ground,
Blade-end up and five feet tall,
And plod: I go up to the stone wall
For a friendly visit.

After a brief discussion, we continued with yesterday's activity. Finished work was handed in, those not done can finish for homework after break.

The next spelling/vocab list is as follows:

1. requirement – (n) necessity

2. alphabetical – (adj) arranged in the order of the letters of a language

3. extremely – (adv) to a high degree or extent

4. surprisingly – (adv) in an amazing, sudden, or unexpected manner

5. disappointment – (n) feeling of dissatisfaction when expectations are not met

6. improvement – (n) advancement or growth

7. agreeable – (adj) to one’s liking; pleasing

8. regardless – (adv) in spite of everything

9. emotional – (adj) excitable; easily moved

10. unexpected– (adj) coming without warning; unforeseen

Please note that the 4th marking period will have begun when we get back!

Poetry III

Started briefly with another Frost poem. We noted in particular the simplicity of the language:

DUST OF SNOW

The way a crow
Shook down on me
The dust of snow
From a hemlock tree
Has given my heart
A change of mood
And saved some part
Of a day I had rued.

Afterward, students wrote in their journals describing an important or dramatic event in their lives. I wrote one myself, and then modeled editing it down to lines of poetry. Tomorrow, students will do the same, rewrite the story as a poem, do another brief edit for mechanics and meaning, then rewrite and hand in. (This may have to be finished after break.)

Poetry II: Robert Frost, Continued

We looked at two more Frost Poems today:

A Patch of Old Snow by Robert Frost

There's a patch of old snow in a corner
That I should have guessed
Was a blow-away paper the rain
Had brought to rest.

It is speckled with grime as if
Small print overspread it,
The news of a day I've forgotten--
If I ever read it.

Stopping By Woods On A Snowy Evening by Robert Frost

Whose woods these are I think I know.
His house is in the village though;
He will not see me stopping here
To watch his woods fill up with snow.
My little horse must think it queer
To stop without a farmhouse near
Between the woods and frozen lake
The darkest evening of the year.
He gives his harness bells a shake
To ask if there is some mistake.
The only other sound's the sweep
Of easy wind and downy flake.
The woods are lovely, dark and deep.
But I have promises to keep,
And miles to go before I sleep,
And miles to go before I sleep.

We did some journal work with these pieces, students wrote thoughts, identified metaphors and the author's purpose.

There will be a series of handouts with this unit. Students must have a folder.

Poetry I: Robert Frost's "The Road Not Taken"

We started the Poetry unit today with an discussion of Frost's famous poem, "The Road Not Taken."

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;
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 there
Had worn them really about the same,
And both that morning equally lay
In 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 sigh
Somewhere 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.

We reviewed the definition of metaphor. The poem was introduced in pieces, discussed briefly, then written about in journals. Students were encouraged to try to read for deeper meaning. Finally we read it as a whole, discussed its meaning. Towards the end, we briefly discussed the structure of the work, its rhyme scheme and rhythm.