Poems On Homework

Poems On Homework-56
You say it isn't fair, but people do it everywhere. Do it now; we'll give you a treat, something tasty good to eat. Homework is like getting dressed; got to do it to be your best. Homework is like cleaning your room, except you don't have to use a broom.

You say it isn't fair, but people do it everywhere. Do it now; we'll give you a treat, something tasty good to eat. Homework is like getting dressed; got to do it to be your best. Homework is like cleaning your room, except you don't have to use a broom.

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Evaluate Lesson: Are the images and details that students brainstorm unique and colorful, rich and meaningful?

Are subsequent poems rich in imagery and sensory detail?

If the students create rich, unique images during this stage, their poems will be very good.

Lesson Extension: To build these lists into poems, students will pick out the images and details that are the most meaningful to them.

It's a good assignment to start with in your classes because imagery is the most important element in most poems.

Many students who are new to poetry will think of poetry as rhyme and this exercise will introduce an important new skill.They should try to capture—in words only—some of what happened when they moved and verbalized. It will get them somewhat closer to what poets have to do with the tools they have—the blank page, their internal voice, rhythm, and words.)“Lost Dog” by Ellen Bass“Blues on Yellow” by Marilyn Chin“Kata: Bus Stop” by Forrest Gander“Line Drive Caught by the Grace of God” by Linda Gregerson“The Letters Learn to Breathe Twice” by Brenda Hillman“Move” by Alicia Ostriker“A House Called Tomorrow” by Alberto Ríos: Before asking your students to read poems by the Chancellors of the Academy of American Poets, make sure you read through the list above and choose the ones that are most appropriate for your class.(Because of its subject matter, “Blues on Yellow” by Marilyn Chin is most appropriate for a high school audience.)Ask your students to get back in their groups for a new discussion.Assess Students: As students brainstorm individually, talk to them about their memories.If they list something generic like "food" under "smell", ask them follow-up questions. What did it smell like (can you make a cool simile? For these poems, this is the most important step for providing good feedback.Make a record of some of these on the board at the front of the room. We encourage you to submit your students’ letters for possible publication on in the summer of 2019.Send all letters via post or email by the end of day on April 30, 2019.The emphasis should be on their reasoned explanation with examples—not on finding the “correct meaning.” They will not only have a good discussion about what they think; they will also be able to use this information when they write to the Chancellor of their choice.aniseblueprintbrawl Buddahcascadecasterscontentmentdeliberatedestinydismantlesfelicityforearmfracturedfrailty Fujifundamentallygildharmonieshath shornhoard Hokusaihumbling Invinciblekeenedleatherylibatedmellownighobliviousparsesquaintravagedseethingsievesquandersuffused Taraxacum officionaletorsounrebornupstreamvialwaftyellow-bellied sapsuckers After your students have chosen the poet to whom they would like to write, ask them to read and view the video of the poem carefully again, jotting down lines, words, and images that jump out at them.What questions do they have for the poet about the poem and how it was written?Arrange chairs facing the board for an initial mini-lesson.Directions: PART I: Mini-lesson on sensory detail Write all of the senses on the board (Taste, Touch, Smell, Hear, See).

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