Week 4: Choice for the Win!

This week started off rough with three students taking off before the bell ringing (forcing me to chase after and haul them back into class), as well as a plagiarism case on an in-class essay that broke my heart and forced me to give my first F to an ELL student. I’m offering her a re-write.

But towards the end of the very short week, something weird happened.

I’ve been struggling, off-and on, for the past few days on keeping my students engaged until the very end of the class. Usually their eyes glaze over, the volume increases, and all I can hear are their weekend plans and their weekday drama. By that time, there is nothing left for me to do than scream their homework at them and hope that someone in the crowd hears it and passes it on. I’ve been working on my closings but it has been a slow moving struggle, like the melting of a glacier into the sea making the sea level rise until the world’s oceans are never the same.

Last week I explained the creative projects of our poetry unit to the students: a choice of 14 projects of varying and differing creative assignments that will, if all goes according to plan, allow them to harness their critical and analytical thinking skills to look at poetry in different, creative ways. I tailored the projects to my students’ varying interests so that there would be something everyone would be interested in. Each project is worth a different number of points. They could choose whatever project they wanted as long as it all added up to 60 points.

The idea of choice made their faces light up and I could just feel the creative juices flowing in their brains. There was not a glazed over eye in sight. Students were buzzing with ideas and plans, and not about their weekends but about the project for my class! I had students come up to me and ask if the soundtrack project (see the project hand out sheet I gave them below) could be made into an original composition project, something that stunned me, and I excitedly agreed. I never knew my kids were so talented.

I gave them a class to work on their varying projects, the entire time, an hour and fifteen minutes and I expected it to be sheer chaos. But I was pleasantly surprised. They were focused, engaged, and excited. I was stunned. I would circulate and check in on them but they were working hard, and for once, I did not hear any loud chatter that was unrelated to the lesson. They were FOCUSED!

Towards the end of the class in the last block of the day, I took a chance and stepped out of the classroom for a moment to check on a few students who were working in the school’s music room and I expected to return to the classroom to find it in absolute chaos. I paused at the door and prepared to face the ruckus of zoo animals who had escaped while the zoo keeper was out, but it was silent. I stepped into the classroom and all my students were sitting at their desks, bent over their work, busy working SILENTLY. I was so stunned I had to blink and make sure I had entered the right class. I HAD!

After discussing the day with my SA, I have come to realize that the student buy-in is high when you offer students choice. They are engaged when they are doing something that they enjoy doing and feel passionate about. I could have only created these assignments for my students because I had gotten to know them. A month into this practicum and I can finally see the relationships I’ve been fostering with my students coming to fruition and despite the start of the week, where I questioned why I decided to be a teacher, the end of the week made me truly happy.

Here is the hand out I created detailing the choices for the student projects:

Poetry Unit Final Creative Project Choices

 

 

At the end of our Poetry unit you will select any combination of the following assignments that add up to 60 points.

 

This will be Due: Friday MARCH 10th

 

Assignment Title and Description	Point
Creative video dramatizing one of the poem’s we’ve read	60
Write a series of reviews on 4 poems	20
Create a short story based on one of the poems (in the booklet or the textbook) expanding upon the world of the poem	60
Create or compose a playlist or soundtrack based on one of the poems.	30
Create or find a series of (3) visual interpretations (artistic renderings, photographs, etc…) of one of the poems	30
Research one of the poets we’ve covered in class and analyze 2 of their poems that we have NOT read in class.	60
Write a short persuasive essay to convince a person who does not know why we read poetry and convince them they should read it using examples from the poems we have read in class. (300 words minimum)	20
Write a poem in response to one of the poems we have read in class.	10
Write a literary essay comparing Poe’s “The Raven” to “Annabelle Lee” explaining how these poems differ despite the tone and mood being similar.	60
Write a dramatic script or screenplay based on a poem either one that we’ve read in class or one that you find on your own. (500 words minimum)	30
Find a poem that is related to your own cultural ancestry (your family cultural background) and describe its significance to you. (250 words minimum)	20
Create or find visual interpretations of Poe’s characters Lenore (From “The Raven”) and (Annabelle Lee, “Annabelle Lee) based on how Poe describes them in the poems	10
Research Post Traumatic Stress Disorder and discuss how this relates to your own analysis of “In Times of Peace” and/or “Dulce et Decorum Est” (1000 word minimum)	60
Write a literary essay describing what went wrong in the events of “Charge of the Light brigade”	40

 

 

 

Detailed Assignment Descriptions

 

 

Creative Video Dramatization-60 pts

Create a video dramatizing one of the poems we’ve read in class. You are to describe the poet’s use of poetic devices and theme. A 2 paragraph (of at least 5 sentences in each paragraph) artist statement must be included with your assignment explaining and defending your artistic choices and how this expresses your analysis of the poem to be handed in a hard copy (paper). The video itself must be handed in via email or on a USB stick.

 

 

Write 4 reviews (one for each poem)-20 pts

These reviews must be at least 2 paragraphs (5 sentences each) and must describe the poetic devices as well as the theme of the poems and your own analysis / interpretation of the poem. You CANNOT just state why or why not you like the poem you must go into detail explaining WHY you feel this why based on the literary aspects of the piece.

 

Create a short story – 60 pts

Create a short story (fictional) based on one of the poems (in the booklet or the textbook) expanding upon the theme of the poem and extending the world or content of the poem. You must incorporate the imagery, mood, and tone, created by the poet in the poem.

 

 

Soundtrack /Playlist– 30 pts

Create, compile, or compose a playlist or soundtrack based on one of the poems. The soundtrack must extend the imagery, theme, and mood created by the poet in the poem and must enhance the affects created in the poem by the literary devices. You MUST include a two paragraph (minimum of 5 sentences in each paragraph) written (or typed) artist statement justifying and explaining the artistic choices you made and HOW it connects to your interpretation of the poem.

If you choose to compile a soundtrack from various sources, you MUST cite your sources within a works cited list that follows MLA standards. Please consult the OWL Purdue MLA citation guide found here: https://owl.english.purdue.edu/owl/resource/747/09/ and look under “songs and music” for instructions on how to format your citation.

All soundtracks must be turned in via a USB stick or, in the case of compilation, on a playlist on Youtube which Ms. Nishi can access. All artist statements must be handed in, typed or neatly written, in HARDCOPY to Ms. Nishi.

 

 

Visual Interpretations– 30 pts

Create or find a series of (minimum 2) visual interpretations (artistic renderings, photographs, etc…) of one of the poems we have studied in class. You must include an artist statement paragraph (minimum 5 sentences) explaining your artistic choices and how your visual interpretations illustrates the tone, mood, theme, and imagery of the poem. The visual interpretations can be found pieces but, in that case, MUST be cited properly according to MLA standards. Please consult the OWL Purdue MLA citation guide found here: https://owl.english.purdue.edu/owl/resource/747/09/ and look under “paintings, sculpture and photographs” for instructions on how to format your citation. All visuals MUST be appropriate for all; if you would not want their mother and / or the principal to see your visual interpretation you should not include it. This will be strongly enforced in order to keep the environment of the classroom safe and respectful for all.

Your visual interpretations must be handed in either in hard copy, handed in on a USB stick, or emailed to Ms. Nishi.

 

 

Poet research project– 60 pts

Research one of the poets we’ve covered in class and analyze 2 of their poems that we have NOT read in class. Include elements of the poet’s biography and hypothesize how these biographical elements attribute to the poems they have created. Look, as well, at the literary techniques and conventions the poet is known for using and how these contribute to the poems you analyze for the assignment.

 

 

Short Persuasive Essay-20 pts

Write a short persuasive essay to convince a person who does not know or understand why we read poetry and convince them they should read it using examples from the poems we have read in class. (300 words minimum). Any outside research must be cited according to MLA citations standards. Please consult the OWL Purdue MLA citation guide found here: https://owl.english.purdue.edu/owl/resource/747/09/

 

Poem in response-10 pts

Write a poem responding to one of the poems we have read in class discussing how (and if) the poem impacted you emotionally. Try to use a variety of poetic devices (at least one simile, metaphor, and personification).

 

Literary comparison of “The Raven” and “Annabelle Lee” – 60 pts

Write a literary essay comparing Poe’s “The Raven” to “Annabelle Lee” explaining how these poems differ despite the tone and mood being similar. Both poems are about love and loss but are described and dealt with differently, how do they differ? Touch on the poetic devices Poe uses to create this difference.

 

Dramatic script– 30 pts

Write a dramatic script or screenplay based on a poem– either one that we’ve read in class or one that you find on your own in The Poet’s Craft textbook. You must expand upon the tone and mood of the poem, the content, and touch on whatever poetic devices the poet uses and what affect these have on the reader. The script must be handed in in hard copy to Ms. Nishi.

(500 words minimum)

 

Ancestral poem– 20 pts

Find a poem that is related to your own cultural ancestry (your family cultural background) and describe its significance to you. This poem can be from your native (original language or first language), from your ancestral or cultural background, or have special significance to your family.

Ex) I am half Japanese, half Anglo-European. I might choose a Japanese because it is my father’s language OR I might choose a poem about the Japanese-Canadian internment of WWII because it has special significance to my family.

You will include a two paragraph (minimum 5 sentences each paragraph) write up. The first paragraph would contain your interpretation of the poem (describing and identifying the poetic devices the poet uses and its affects on the reader). In the second paragraph you will describe HOW it is significant to you and/or your family. Please include both the poem in its original language as well as English translations if necessary. This will be handed in HARD COPY to Ms. Nishi.

(250 words minimum)

 

Visual interpretations of “The Raven” and “Annabelle Lee”– 10 pts

Create or find visual interpretations of Poe’s characters Lenore (From “The Raven”) and (Annabelle Lee, “Annabelle Lee) based on how Poe describes them in the poems. You can either draw or find a visual online in which case, a proper citation of some sort must be included. You must include an artist statement paragraph (minimum 5 sentences) explaining your artistic choices and how your visual interpretations illustrates the tone, mood, theme, and imagery of the poem. The visual interpretations can be found pieces but, in that case, MUST be cited properly according to MLA standards. Please consult the OWL Purdue MLA citation guide found here: https://owl.english.purdue.edu/owl/resource/747/09/ and look under “paintings, sculpture and photographs” for instructions on how to format your citation. All visuals MUST be appropriate for all; if you would not want their mother and / or the principal to see your visual interpretation you should not include it. This will be strongly enforced in order to keep the environment of the classroom safe and respectful for all.

Your visual interpretations must be handed in either in hard copy, handed in on a USB stick, or emailed to Ms. Nishi.

 

Literary Essay: PTSD and War Poetry – 60 pts

Both “In Times of Peace” and “Dulce et Decorum Est” touches on the horrors of war and the emotional and psychological impact of those horrors on the human emotions and mind. Quickly research Post Traumatic Stress Disorder and discuss how this relates to your own analysis of “In Times of Peace” and/or “Dulce et Decorum Est”. In your research you should touch on:

• The symptoms and medical side effects
• The emotional and social side effects

You do not need to be an expert on PTSD, I just want you to research the disorder a little bit to know how it connects with the poems. All research must follow MLA works cited format which can be found here: https://owl.english.purdue.edu/owl/resource/747/01/

And there are MANY electronic citation sites available online like: http://www.bibme.org

 

The essay is to be handed in to Ms. Nishi in hard copy form.

(1000 words minimum).

 

 

Literary Essay: “Charge of the Light Brigade”– 40 pts

Write a literary essay describing what went wrong in the events of “Charge of the Light brigade” and how the poet, Tennyson, describes them. Look carefully at the poetic devices Tennyson uses and how this affects the reader. This will be handed in hard copy to Ms. Nishi.