Author Archives: Claudia

ELL GIF-Haiku Lesson – Process Poetry

https://ezgif.com/add-text/ezgif-4-383b075723.gif

Wonder at wild light,

Flightless flee through fiery night.

Endure regrowth’s wait

 

I’d like to use GIFs as prompts for Haiku with an ELL2 English class.

GIFs are appropriate prompts for haiku in that they are short, moving pictures that capture a brief moment in time, in keeping with Haiku’s philosophy. By choosing timely, or seasonal, GIFs, the teacher can further capture this notion.

That GIFs are images also resonates with the purpose of haiku. As Ezra Pound appreciated, the power of haiku lies in its brevity and juxtaposed images. He wrote, “The image itself is speech. The image is the word beyond formulated language” (Poets.org. Web. August 2017).

Beyond the poetic form, ELL learners would expand their vocabulary, notice and count syllables, and use the present tense, to make meaning using formal Haiku form. In the process, they would build their confidence in engaging in meaningful writing practices.

Steps in the lesson:

  1. Have Ss read exemplars of traditional Haiku.
  2. Prompt Ss to notice similarities among the exemplars: syllables, lines, theme, subject, verb tense, adjectives, mood…
  3. T instructs about elements of Haiku: present tense, 5/7/5 syllabic lines, about nature, simple
  4. T shows Ss GIFs, asks Ss to find words to describe the GIF. Ss can use dictionaries.
  5. T can further challenge students with parameters such as: only words beginning with ‘p’ (adding alliteration), or placing a number limit, such as 10 words, or 20 words, 8 adjectives, 2 nouns, 2 verbs (thus focusing learners on parts of speech), etc…
  6. T hands out paper slips/recipe cards, asks Ss to write favourite words on cards (one word per card)
  7. Asks Ss to recall Haiku form – writes on board
  8. Ss compose their Haiku, counting syllables, and placing cards in order. When students want to use words others have found, the classmates can help one another understand the definitions, parts of speech, etc., practicing speaking skills, building community.
  9. Next, Ss write finished Haiku on separate paper. Ss are encouraged to make as many Haiku as they can.
  10. Ss read Haiku aloud to class. Ss share meanings and explain new vocab with one another – Ss teaching Ss.

 

Exemplars:

In the twilight rain
these brilliant-hued hibiscus –
A lovely sunset- Matsuo Bashō 
Toward those short trees
We saw a hawk descending
On a day in spring.- Masaoka Shiki 
First autumn morning
the mirror I stare into
shows my father’s face.– Muakami Kijo

Proxy Poem for The Witnesses

In hallways crowded lanes

Most immersed in their phones

March future ones who train

With ideal plans and loans

 

Here registrar collects

Weighted with hopefuls facts

Whose objective reflects

Continuing contracts

 

Freed from UBC short

Beyond reproach of deans

Skip new minted cohorts

Two thousand seventeens

 

Across all areas

Students stare at futures

Princ’ples, Big Ideas

We are future teachers!

 

In District classroom halls,

Euro-centric learnings

Our cause to shelve and call

First Principles teachings

 

Decolonizations

Multi-modal students

Do not teach the canons

They’ll choose the Presidents

 

Critical Reflections

Bridge class, society

Form engaged citizens

State schools Propriety

 

We cross curriculae

Well-being of learners

Prepare stu’s for their day

We are future teachers!

Assignment 2 GillardC

I’ve chosen the following three poems for their chronological treatment of American Black history, from slavery, and the underground railway, to segregation, and the Civil Rights Movement. I would use these in a unit on African-American Poetry, after teaching a novel studies unit on “In the Heath of the Night” by John Ball.

The Witnesses

BY HENRY WADSWORTH LONGFELLOW

In Ocean’s wide domains,

Half buried in the sands,

Lie skeletons in chains,

With shackled feet and hands.

 

Beyond the fall of dews,

Deeper than plummet lies,

Float ships, with all their crews,

No more to sink nor rise.

 

There the black Slave-ship swims,

Freighted with human forms,

Whose fettered, fleshless limbs

Are not the sport of storms.

 

These are the bones of Slaves;

They gleam from the abyss;

They cry, from yawning waves,

“We are the Witnesses!”

 

Within Earth’s wide domains

Are markets for men’s lives;

Their necks are galled with chains,

Their wrists are cramped with gyves.

 

Dead bodies, that the kite

In deserts makes its prey;

Murders, that with affright

Scare school-boys from their play!

 

All evil thoughts and deeds;

Anger, and lust, and pride;

The foulest, rankest weeds,

That choke Life’s groaning tide!

 

These are the woes of Slaves;

They glare from the abyss;

They cry, from unknown graves,

“We are the Witnesses!”

 

 

AnalysisRhetorical Purpose

 

Longfellow’s narrative ballad “The Witnesses,” is a political cry of shame against the public’s blindness to the injustice of slavery, and a call to political action. The ballad takes the perspective of the ghosts of slaves who have perished in the Atlantic. From their final resting place on the ocean bed, the former slaves bear witness to all the slave ships “freighted with human forms” (line 10) crossing from Africa to North America, above them:

 

“They glare from the abyss” (line 30)

“They cry, from unknown graves,” (line 31)

“We are the Witnesses” (line 32).

 

‘To witness’ of course, means to see a crime, and then to report it. The fact that the only witnesses to slavery are the dead, who no longer have real agency, points to the fact that the living, who do have agency, are not acting. I understand this as Longfellow shaming the living into action. In fact, the poem was published as part of a 31-page collection called: Poems on Slavery, in 1842 (Cambridge, MA: J. Owen), “[…] and the New England Anti-Slavery Tract Association quickly reprinted an abbreviated 8-page version that included [this] poem[…]” (Lockard, Web 2017).

 

Form and Imagery

 

The 32-line ballad of perfect rhyming couplets, is in two parts, each part separated by, and completed with, a refrain. The first half of the poem, consisting of three stanzas, is located in the “Ocean’s wide domain” (line 2), while the second three stanzas take place “Within Earth’s wide domain” (line17). Apart from the refrain, these lines contain the only repetition in the poem, and I think it’s significant that they serve as the introductory phrases of each half of the ballad.

 

The word ‘domain,’ usually signifies the place where someone or something lives. But as each half of the ballad describes, slaves have no habitat in this world: the ocean is either the slaves’ grave, or the route to slavery, while on the land “Are markets for men’s lives” (line 18). It’s as though the after-life is the only place slaves can ‘live.’ While there is no overt religiosity in the poem, is Longfellow deliberately drawing attention to the spirits of slaves as a plea for his readers to acknowledge that slaves are made in God’s image, endowed with souls, every bit equal to White men and women? From the oceanic domain, “They gleam from the abyss” (line 14) and one imagines the Eternal light. In the final stanza before the last refrain (lines 26-28), Longfellow places causal blame for slavery in the sins of:

 

“Anger, and lust, and pride;

“The foulest rankest weeds,”

“That choke Life’s groaning tide!”

 

The ‘The Witnesses’ is formally precise, written in eight ballad quatrains of perfect, intermittent, rhyming couplets. Each half of the ballad has three stanzas, ending with the refrain. All but seven lines of the poem end with the letter ‘s’. Most of the lines missing the final ‘s’ occur in the second half of the poem, and this contributes to a mood change which highlights the difference between the flowing, watery, and hard, earthly domains that divide the poem.

 

Every line of the poem is exactly six syllables long, and when said aloud, the metrical effect is that of the relentlessness of the horror of slavery. By the end of the 32 lines, the reader is weary, and ready to stop. When the ballad, unusually, ends in the first person plural: “We are the Witnesses” (line 32), it powerfully places the living, free, White, reader in the position of the witness to all of the misery and injustice detailed in the poem. With all of his devices, Longfellow is shaming his reader/orator into seeing slavery as inhuman and immoral, and to choose to act to abolish it, on the eve of the American Civil War.

 

References

 

Lockard, J. Longfellow and Whittier on slavery. Anti-Slavery Literature. Web. Accessed August, 2017. http://antislavery.eserver.org/poetry/longfellowwhittier/

 

 

Poem #2

Underground Railroad Song Lyrics:

Follow the Drinking Gourd

Story: The lyrics were instructions on how to get to safety. They were taught by a man known as Peg Leg Joe. The young slaves would use to song to know when it is safe to run, and where it is safe to go.

Lyrics:

 

When the Sun comes back

And the first quail calls

Follow the Drinking Gourd,

For the old man is a-waiting for to carry you to freedom

If you follow the Drinking Gourd

The riverbank makes a very good road.

The dead trees will show you the way.

Left foot, peg foot, travelling on,

Follow the Drinking Gourd.

The river ends between two hills

Follow the Drinking Gourd.

There’s another river on the other side

Follow the Drinking Gourd.

When the great big river meets the little river

Follow the Drinking Gourd.

For the old man is a-waiting for to carry to freedom

If you follow the Drinking Gourd.

 

Poem #3: Theme song from the movie “Selma” about the Civil Rights Movement

Glory

John LegendCommon

One day when the glory comes
It will be ours, it will be ours
Oh one day when the war is won
We will be sure, we will be sure
Oh glory (Glory, glory)
Oh (Glory, glory)

Hands to the Heavens, no man, no weapon
Formed against, yes glory is destined
Every day women and men become legends
Sins that go against our skin become blessings
The movement is a rhythm to us
Freedom is like religion to us
Justice is juxtapositionin’ us
Justice for all just ain’t specific enough
One son died, his spirit is revisitin’ us
Truant livin’ livin’ in us, resistance is us
That’s why Rosa sat on the bus
That’s why we walk through Ferguson with our hands up
When it go down we woman and man up
They say, “Stay down”, and we stand up
Shots, we on the ground, the camera panned up
King pointed to the mountain top and we ran up

One day when the glory comes
It will be ours, it will be ours
Oh one day when the war is won
We will be sure, we will be sure
Oh glory (Glory, glory)
Oh (Glory, glory)

Now the war is not over, victory isn’t won
And we’ll fight on to the finish, then when it’s all done
We’ll cry glory, oh glory (Glory, glory)
Oh (Glory, glory)
We’ll cry glory, oh glory (Glory, glory)
Oh (Glory, glory)

Selma’s now for every man, woman and child
Even Jesus got his crown in front of a crowd
They marched with the torch, we gon’ run with it now
Never look back, we done gone hundreds of miles
From dark roads he rose, to become a hero
Facin’ the league of justice, his power was the people
Enemy is lethal, a king became regal
Saw the face of Jim Crow under a bald eagle
The biggest weapon is to stay peaceful
We sing, our music is the cuts that we bleed through
Somewhere in the dream we had an epiphany
Now we right the wrongs in history
No one can win the war individually
It takes the wisdom of the elders and young people’s energy
Welcome to the story we call victory
The comin’ of the Lord, my eyes have seen the glory

One day when the glory comes
It will be ours, it will be ours
Oh one day when the war is won
We will be sure, we will be sure
Oh glory (Glory, glory)
Oh (Glory, glory)
Oh glory (Glory, glory)
Hey (Glory, glory)

When the war is won, when it’s all said and done
We’ll cry glory (Glory, glory)
Oh (Glory, glory)

Songwriters: John Roger Stephens / Lonnie Rashid Lynn  –  Glory lyrics © EMI Music Publishing

Phone Me Poem: My Miss-you Mess

A home should be nice and neat

Spic and span

Clutter and mess I cannot stand!

Ow! Lego under feet

Next put the laundry away

Drawers tied together with moose gut cordage

Ugh! In the way

The cedar weaving we’ve had no time for

But….

I don’t clear that clutter from the counter

Nerf bullets underfoot mark the place where you ambushed me

Such glee

Lego in the Ficus tree – the world you imagined and related

So animatedly

Smears on the mirror

Your Xs and Os to me

A home should be neat and tidy

Spic and span

Clutter and mess I cannot stand!

But tidying this space

Erases You from this place

So I wait for you to come home

And try to remember

Not to reprimand

A home should be full of glee

Crap and clutter

You and me

~ CDG