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Thursday, December 20, 2007

A Christmas Carol

Apologies for the silence the past few days!

Briefly, since the last entry we worked more in the poetry packet with the goal of become better readers of poetry and developing greater understanding of the figurative language and literary devices used in poetry (see vocabulary in the last entry).

Putting poetry to the side until after the holidays, we began watching A Christmas Carol, based on the well known story by Charles Dickens. The classroom emphasis is on the theme of the story and especially the transformation of Ebenezer Scroge. Students are taking notes which will be used to write an essay after the break. The essay directions are as follows:

A Christmas Carol is the story of the transformation of Ebenezer Scrooge. Certain events in the story are important in this character’s change. In a well written essay, describe the transformation. In your essay, be sure to:

• Contrast Scrooge’s character with that of the other characters in the story.
• Discuss the importance of each spirit: past, present and future.
• How is Scrooge changed? What is the theme of the story? Explain.
• Include specific details from the story in your essay
.


(Extra credit will be given to anyone who comes back from vacation with a first draft already written. The final copy will be written in class. This is not mandatory.)

There is no spelling/vocab this week, nor will there be the week we get back from break. At this time, the third benchmark is scheduled for the Wednesday we return, Januray 2nd.

If a reason comes up to post tomorrow I will. If not, a safe and pleasant holiday to one and all.

All the best for the coming New Year,
Mr. Lambert

Wednesday, December 12, 2007

Poetry II

As this is a long entry, I'll put the homework up here:
Passage: The Young Sea by Carl Sandburg
Study vocab

Opened with another poem by Robert Frost:

DUST OF SNOW by Robert Frost

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*.

(rue: to feel sorrow over; repent of; regret bitterly)

Students considered mood, author's purpose and rhyme scheme. Afterwards we continued discussing the vocabulary of poetry:

Alliteration:
The repetition of the same or similar sounds at the beginning of words. Some famous examples of alliteration are tongue twisters such as Betty Botta bought some butter and Peter Piper picked a peck of pickled peppers.

Ballad:
A poem that tells a story similar to a folk tale or legend and often has a repeated refrain. The Rime of the Ancient Mariner by Samuel Taylor Coleridge is an example of a ballad.

Lyric:
A poem, such as a sonnet or an ode, that expresses the thoughts and feelings of the poet. A lyric poem may resemble a song in form or style.

Metaphor:
A figure of speech in which two things are compared, usually by saying one thing is another, or by substituting a more descriptive word for the more common or usual word that would be expected. Some examples of metaphors: the world's a stage, he was a lion in battle, drowning in debt, and a sea of troubles.

Narrative:
Telling a story. Ballads, epics, and lays are different kinds of narrative poems.

Personification:
A figure of speech in which inanimate objects or abstractions are endowed with human qualities or are represented as possessing human form, as in Hunger sat shivering on the road or Flowers danced about the lawn.
Rhyme:
The occurrence of the same or similar sounds at the end of two or more words. When the rhyme occurs in a final stressed syllable, it is said to be masculine: cat/hat, behave/shave, observe/deserve. When the rhyme ends with one or more unstressed syllables, it is said to be feminine: vacation/sensation, reliable/viable. The pattern of rhyme in a stanza or poem is shown usually by using a different letter for each final sound. In a poem with an aabba rhyme scheme, the first, second, and fifth lines end in one sound, and the third and fourth lines end in another.

Rhythm:
The pattern or flow of sound created by the arrangement of stressed and unstressed syllables in a line of poetry.

Simile:
A figure of speech in which two things are compared using the word "like" or "as." An example of a simile using like occurs in Langston Hughes's poem Harlem: "What happens to a dream deferred?/ Does it dry up/ like a raisin in the sun?"

We took sometime to read and listen to the song Helplessly Hoping by Stephen Stills. This song is a great example of alliteration:

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

(harlequin: a buffoon, fool)

Tuesday, December 11, 2007

Poetry

Monday:

Copied spelling list. Period 3 recieved back work, some of which was recorded and added to portfolios. Started poetry packet. Intodruced the different types of poetry: ballad, narrative and lyric and showed an example of each.

HW: passage "How My family Became Green"

Tuesday:

OM: Read "A Patch of Old Snow" by Robert frost. What is the mood? How do you know?

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.

HW: Vocab definitions
Extra Credit! Find a poem, copy it and write a few paragraphs which answer the questions: Why did you choose this poem? What type of poem is it? (lyric, ballad or narrative) What is the mood of the poem? Explain why you think so. What do you think the Author's purpose is? Again, why do you think so. (Details fron the poem are needed in each explanation.)

Friday, December 07, 2007

Listening Activity, Continued

Took the spelling test today and started writing the essay based on the planning page completed for homework last night.

Here's next week's somewhat randomespelling/vocablist:



Spelling #12
Vocabulary

permission (n) - consent, authorization

questionnaire (n) - list of questions to obtain information

recess (n) - a break or pause, intermission

substitute (n) - replacement, representative, alternate

trespass (v) - intrude, violate

universe (n) - cosmos

verify (v) - to establish the truth or accuracy

Wisconsin (n) - the “Badger State”

yoga (n) - a system of exercise for attaining bodily or mental control and well being

zucchini (n) - a summer squash

Thursday, December 06, 2007

Listening Activity

Yesterday, classes continued the Rifkaactivity in the litereature book, and were given a passage to complete for homework.

Today, we started a listening activity aspracticefor the assessment. The passage was read to the class and notes were taken. Students are to complete the constructed responses and the PLANNING PAGE for the essay for homework.

Also, study for spelling/vocab quiz.

Tuesday, December 04, 2007

"Letters From Rifka"

(Note: Due to the two hour delay yesterday, period 3 missed class with me. They'll be a day behind period 7 for a while.)

Classes read an excerpt from the novel "Letters From Rifka," a story about a young girl's journey from Russia to America, in the litereature book. This part describes an experience on Ellis Island. Summaries were written in the text-response section of their notebooks every second page.

Vocab definitons due tomorrow. Some students do owe work... especially the essay rewrites from 7th period.