Tuesday, November 1, 2016

Poets Get Creepy

To celebrate Halloween--and to work on how word choice affects mood and tone--students wrote "creepy translations" of original, published poems.  Check on these horrifying versions of Dream Deferred, Sonnet 18, Spring and All, and more!


DON'T TAKE EITHER ROAD
TWO roads diverged in a yellow wood,
And sorry I could not make it
And as I stare into the void, long I stood
And looked down as far as I could
To where they lurk in the shadows;

Then took the other, bright and cheery,
And having perhaps the better claim,
Because it was grassy and wanted wear;
But had a false sense of welcoming
That was bringing me closer and closer

And both that morning equally lay
In leaves no step had trodden black
Oh, I kept the first for another day!
Hearing the voices and seeing the sights
The yellow wood transforming at night

I shall be telling this with a warning
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


How to Eat a Poem by Eve Merriam
Don't be polite.
Bite into his flesh.
Pick him up with your fingers and lick the red juice that
may run down your chin.
He is ready and ripe now, whenever you are.
You do not need a knife or fork or spoon
or plate or napkin or tablecloth.
For there is no core
or arm
or leg
or heart
or organ
or skin
to throw away.



One Death
BY ELIZABETH BISHOP
The art of killing isn’t hard to master;
so many things seem filled with the intent
to be killed that their loss is no disaster.

Kill  someone every day. Accept the fluster
of lost friends, the hour well spent.
The art of killing isn’t hard to master.

Then practice killing farther, killing faster:
strangers, and families, and who it was you meant
to travel with. None of these will bring disaster.

I lost my mother. And look! my last, or
next-to-last, of three loved siblings went.
The art of losing isn’t hard to master.

I lost two friends, lovely ones. And, vaster,
some realms I owned, two dogs, a cat.
I miss them, but it wasn’t a disaster.

—Even losing you (the joking voice, a gesture
I love) I shan’t have lied. It’s evident
the art of losing’s not too hard to master
though it may look like (Write it!) like disaster.



Dead Body
What happens to a dead body?

Does it dry up in the sun?
Or fester like a sore?

Is  the culprit on the run?

Does it stink like rotten meat?
Or crust and sugar over--
like a syrupy sweet?

Maybe it just sags
like a heavy load.

Or does it explode?


A Zombie’s Guide

Don't be polite.
Bite in.
Pick it up with your fingers and lick the blood that
may run down your chin.
Bite into the flesh of the most delicious one
They are ready and ripe now, whenever you are.
You do not need a knife or fork or spoon
or plate or napkin or tablecloth.
For there is no sympathy for their feelings
or family or friends
or heart
or insides
or hands
or skin.
All that matters is your hunger.
Satisfy it.


The Devil Will Know

Rain will fall again
on your smooth paved tomb
a light breeze like
Your last breath of air
The breeze and the dawn
will diminish again
when you return from the underworld,
as if beneath your step.
Between bones and blood
the demons will know.
There will be other days,
there will be other voices.
You will scream alone.
The demons will know.
You will hear chants
old and powerful and demonic
like the dead  left over
from yesterday’s sacrifice
You too will make signals
You’ll answer with beggs
Followed with laughter
you too will die
The demons will know.
and the light rain
and the dried blood
that belongs to the heart of the devil
who hopes no more of you—
Welcoming you with a  sadistic smile
As yours turns upside down
There will be other days,
other voices and chants.
At the end of 666 minutes,
You will suffer for eternity



DaysEnd

She wanted a little room for thinking:
but she saw skins steaming
on the line,

A doll slumped behind the door.
So she lugged a chair behind
the garage to sit out the
children's endless naps

Sometimes there were other things to watch--
the pinched armor of a vanished cricket,
a floating maple leaf.

Other days she stared until she
was assured when she closed
her eyes she'd only see her
children’s blood.

She had an hour, at best,
before Liza appeared pouting from
the top of the stairs.

And just what was mother doing
out back with the field mice?
Why, only, tying a knot.
A very special knot.

Later that night when Thomas
rolled over and lurched into her,
the rope fit perfectly.

She would open her eyes
and think of the place that was hers
for an hour--where she was nothing,
pure nothing, in the middle of the day
SONNET 18
Shall I compare thee to a horror film?
Thou mysterious and bone tingingling:
A figure stalking, waiting, and ready to scare
And autumn’s lease hath all too short a date:
Sometimes too cold the eye of hell lingers,
Possessed, psycho, and unforgiving ;
And victim to victim will scourge in pain,
By chance, or to escape;
But thy eternal autumn will stay
Nor gain possession ;
Death shall encounter thou’s soul,
When in all eternity this is fate;
The figure will always continue to torture thou victims,
So long lives this, and no life to thee




The first victim
By the road to the contagious hospital
under the surge of the blue
[lies a densely acquainted graveyard]
mottled clouds driven from the
northeast—a cold wind. [bellow over it]


Beyond, the waste of broad, muddy fields
brown with dried weeds, standing and fallen
patches of standing water
[a man mourns his wife]


the scattering of tall trees
All along the road the reddish
purplish, forked, upstanding, twiggy
stuff of bushes and small trees
with dead, brown leaves under them
leafless vines—[with the life sucked out of them]


Lifeless in appearance, sluggish
dazed spring approaches—
[the zombie hand breaks the silence]
They enter the new world naked,
cold, uncertain of all
save that they enter. All about them
the cold, familiar wind—


Now the grass, tomorrow
the stiff curl of wildcarrot leaf


One by one objects are defined—
It quickens: clarity, outline of leaf
[it has started]
But now the stark dignity of
entrance—Still, the profound change
has come upon them: rooted they
grip down and [they] begin to awaken
[the man makes no attempt to escape]
[he accepts his new fat, he wants it]
[the zombies swarm him like bees]
[he is the first victim.]


Eating:

I love to go out in late September
among the fat, overripe, children
to eat them for breakfast,
the hairs very prickly, a penalty
they earn for knowing the black art
of cannibalism; and as I stand among them
lifting the limbs to my mouth, the ripest ones
fall almost unbidden to my tongue,
as words sometimes do, certain peculiar words
like squeezed and squinched,
many-lettered, cyst-like lumps,
which I squeeze, squinch open, and splurge well
in the silent, startled, icy, black language
of cannibalism in late September.


Friday, October 28, 2016

A Week of Blended Learning: What it Looked Like for Junior Honors This Week

This week, I tried to be very purposeful in how students were selected to attend class.  Here is the break down of the week for Junior Honors English:

Monday:
All students attend class.
Film discussion with novel groups.
Discussion/assignment of argumentative essay.

Tuesday:
Two Reading Groups attend to work on drafts, get one-on-one assistance from Mrs. Schmitt
Two Reading Groups out of class to draft on own.

Wednesday:
Other two Reading Groups attend to work on drafts, get one-on-one assistance from Mrs. Schmitt
Yesterday's two Reading Groups out of class to draft on own.

Thursday:
All students attend class.
Whole class practice and individual practice for integrated quotes, MLA citations, works cited.
Get feedback from Mrs. Schmitt.
Return Literary Analysis Tests; discuss opportunity for retakes

Friday:
Selected students are invited to attend class.
Invitations are based on:
1. Make up missed test
2.  Redo your test
3. Work on MLA issues (students who need more practice based on yesterday's work)


Here are students working on the Tuesday/Wednesday drafting days:


Okay, okay, SP is on her phone, but she got right to work. ;-)

Friday, October 21, 2016

Real World Grammar

It is not my style--nor really helpful to students--to teach grammar in isolation.  If I notice a particular trend in student writing, I will address it in class.  If the problem is more wide-spread, I will choose whole-class instruction.  If the problem more so relates a few students--or even just one--those students will receive additional instruction in their area of need.

However, sometimes, I like to review a grammar rule by looking at it as an error out in the real world.  I have a rather extensive collection of photos, brochures, documents, etc. of misspelled words, improperly punctuated sentences, and so on.  On occasion, I will share these with students, and we review the importance of clear written communication.

Lynn Truss's The Girl's Like Spaghetti and Eats, Shoots, and Leaves: Why, Commas Really Do Make a Difference! are two of my favorite resources to see two sentences side by side that have the same words--but different punctuation.  And, then, they have totally different meanings!

Here are a few examples of my photos:











And here are my students reviewing (and correcting) some of the examples:





I love this picture of MK thinking about the error:


And here, she's got it all figured out!







Sunday, October 16, 2016

Prep for Summative Assessment--Blended Style

To prep for a summative assessment in our Literary Analysis Unit (with Transcendental texts), students completed a formative assessment today: a mock summative.  Students were given the actual test that will be used on Monday (we will simply use a different text to answer the questions).  In class Thursday, students read a short story and then completed this document:

 Name________________________________Period__________Date__________

  1. Choose one character for analysis.  Character:_________________

Identify the dominant characteristic of this person:_________________________

Provide evidences from the given pages:



2.  Select a quote from the passage that provides good story-telling details, and explain its significance.
Quote:_____________________________________________________________________


3.  a. Explain how two characters in this passage might be foils for each other.  

What attributes of each character are meant to be highlighted?
Character 1 traits:

Character 2 traits:

b.  Why is this contrast important?



4.  Choose a sentence with a syntactic construction that you think is significant.

Sentence:______________________________________________________

_______________________________________________________________

_______________________________________________________________
Explain why the SYNTAX is important in this particular sentence.  What effect does it have?

Next, students reviewed their answers with a partner:
  



Students who felt comfortable and confident about the test were excused from Friday's class.  Students who had more questions or struggled with the formative practice were invited to attend class on Friday.  This way, students who need more attention and help received a bit more one-on-one attention from the teacher.  Students met with the teacher to go over their answers in detail--or to complete an extra practice passage.



Friday, October 14, 2016

Readers are Leaders

This year, I decided to try to motivate students to read by displaying WHOLE CLASS progress.  In our class, when students finish reading an independent reading book, they share with the class:

1.  What they read
2. a summary of the book (no spoilers!)
3. a rating of the book (scale 1-10)
4.  what type of reader they think would enjoy this book.

They earn a ribbon to add to our board, and we add to our whole class tally.  So far, I think it has been working--more and more students share their reading, and as a result, I think more students are willing to share their accomplishments.

Here is our current board:



Monday, October 3, 2016

A Homecoming Fit for a Prince...or Princess

Confession:  there is a part of me that hates Homecoming Week.  The glitter.  The feathers.  The cyberbullying.

But most of me loves Homecoming and all that it entails.  I attend the events to see my students in action.  I love their school spirit.  I love their smiles.  I love how, in spite of some of the aforementioned bullying, Homecoming has the ability to bring us all together in a way that doesn't happen at any other part of the year.

I give you Homecoming 2016, as experienced through the lens of my iPhone:


TEAMWORK MAKES THE DREAM WORK: The Broncos clinch the MSL West Title.  I love this photo the most because it shows how they work together even when the clock isn't ticking.



Cheerleaders brave the cold and rain--after walking in the parade to boot!



These Bronco Super Fans are at every soccer game it seems...



That volleyball float was rather impressive!








Go Broncos!





I love the smile on CK in this one!


Varsity Soccer opened up a Whole New World for us at the Pep Assembly.




Broncos Get LOUD!



Back in the classroom:  Film Students work in groups to compete in Reverse Charades.  The WHOLE team gets up to act out while ONE student guesses the film being acted out.

This is a pretty good Forrest Gump.





Dumb and Dumber



The bear attack from The Revenant:


























The Hobbit:



Word Games with the Juniors:
Period 1 selected Apples to Apples, Scrabble, and Word-A-Round
Period 6 selected whole class Balderdash