english literature 7th grade 2010-2011 … · 7th grade 2010-2011 ... all i have is this dumb list...

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ENGLISH LITERATURE 7TH GRADE 2010-2011

TEACHER: Mr. Mauricio Martinez Martinez GUIDE: 9 From: March 24th to April 18th (10 hours) COLLECTION: 8 UNIT: 4 TOPIC: SEE THE MIRACLES SUBTOPICS:

a. Reading selection: “Haiku” by Miura Chiyo, E.E. Cummins, Basho b. Literary genre: poetry, haiku c. Reading skills: making inferences d. Literary devices: extended and fresh images, scenes, cliché and imagery e. Writer´s workshop: write a haiku f. RESEARCH: project and PRAE-Social studies: make a haiku catalog of all

the things you associate with each season of the year or nature g. Words to Own

PERFORMANCES

Identifies the main characteristics and types of Poetry

Differentiates the features of Extended Images, Fresh Images, Scenes, Cliché and Imagery

Analyzes and synthesizes scenes in poems

Codes and decodes Words to Own

Analyzes and synthesizes the poetic selection “Haiku” by Miura Chiyo

Uses divergent thinking in expressing ideas through descriptive essays, poems and research projects

CONTENT FRAMEWORK The following subtopics can be found on Elements of Literature, Third Course Holt, Rinehart and Winston, a Harcourt company.

a. Elements of Literature: Poetry p.974, 489 b. Extended and fresh images p 492, 498, 513 c. Scenes p 498 d. Inferences pp 498-499 e. Words to own pp 498-499 f. “ Haiku” by Miura Chiyo pp 499-971 g. Poetry A special day - Haiku pp 498-499,450

November 25th, 2010

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NEW VOCABULARY Complete the vocabulary in the notebook. Look up the meaning according to the topic context by using the dictionary.

1. capture 2. host 3. oft 4. see 5. spiritual 6. touch

7. cordiality 8. indirect 9. pensive 10. senses 11. sprightly 12. twined

13. discovery 14. luscious 15. profound 16. smell 17. subtle 18. unaccountable

19. enlightment 20. monk 21. reveal 22. snapshot 23. suggestive 24. unmysterious

25. hear 26. mystical 27. seasonal 28. speck 29. taste 30. vales

HOMEWORK

Subtopics Homework

Reading selection: “Haiku” by Miura Chiyo, E.E. Cummins, Basho

Read the essay “Haiku” by Bruce Lansky in practice and application, take notes and be ready for class discussion.

Literary genre Write three haiku poems

Literary devices Read and identify one example of extended-fresh image, scenes, cliché and imagery in “haiku”.

Writer´s workshop: write a haiku

Re-read the essay how to write Haiku by Bruce Lansky in practice and application and write a haiku.

Research project and PRAE-Social studies: make a haiku catalog of all the things you associate with each season of the year or nature

Words to Own Extract and write a short text with ten words to own.

CONTENT EVALUATION Answer the following questions based on the selection “Haiku” (Analyzing and synthesizing) Haiku Miura Chora, Chiyo, Matsuo Basho¯, Kobayashi Issa Pupil‟s Edition page 499 Fog Carl Sandburg Pupil‟s Edition page 502 in Just- E. E. Cummings Pupil‟s Edition page 504

Comprehension On the line provided, write the letter of the best answer to each of the following items. ____ 1. In the four haiku all the images come from a. natural events b. the poets‟ own actions c. the wonders of city life d. water and mountains ____ 2. Sandburg uses a metaphor in “Fog” to describe a. the movements of a cat on a gray day b. the way day becomes night in foggy weather c. how fog clings to everything in its path d. the soft fog descending on a city

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____ 3. In “in Just-” E. E. Cummings creates fresh images by a. using unusual punctuation b. combining words c. arranging words in unusual ways d. mentioning a Greek god ____ 4. Throughout “in Just-” the balloonman a. blows up balloons b. plays marbles c. whistles d. sings Literary Elements On the line provided, write the letter of the best answer to each of the following items. Haiku ____ 5. A haiku allows the reader to a. share a lifetime of experiences b. share a special moment c. focus on surface details d. understand Japanese history ____ 6. Which of the following statements does not describe Japanese haiku? a. It presents only extraordinary images. b. It presents a moment of discovery or enlightenment. c. It usually contains a seasonal word or symbol. d. It has seventeen syllables in three lines. 92 Formal Assessment Elements of Literature Selection Test Extended Image ____ 7. An extended image is a. a brief flash of insight b. a description of an animal c. an image developed over several lines d. a seasonal image Cliché (10 points) ____ 8. A cliché is a. lively language b. another term for an extended image c. a new way of interpreting an idea d. a worn-out phrase

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PRACTICE AND APPLICATION

POETRY

The New Adventures of Yankee Doodle Fill-In-The-Blank Poems Here's an easy way to practice being a poet. Each of these Newfangled Yankee Doodle Poems is missing a word or two. Can you figure out what they are? For a hint, look at the second line of each poem. The missing word or words must rhyme with the last word in the second line and unscramble the words in the boxes. Good luck. (Identifying)

1. Yankee Doodle went to town

riding on a chicken.

He went into a restaurant

and came out finger __ __ __ __ __ __ __.


riding on a monkey.

He had to take a shower quick,

because he smelled so _____________


riding on a rooster.

His saddle wasn't high enough,

so now he's got a _____________.

4. Yankee Doodle flew through space

riding on a rocket.

He landed on the moon and brought

some cheese home in his _____________.


with his favorite blankey.

Every time he had to sneeze

he used it as a _____________.

6. Yankee Doodle went to France

with his golden Visa.

But he could not afford to buy

Da Vinci's Mona ______________.

7. Mrs. Doodle went to town

riding on a 'gator.

She didn't feed the 'gator

so the hungry 'gator ______________.

Taken and adapted by Mr.Mrtz from http://www.gigglepoetry.com/poetryfun/newfangledfib.html

published by Meadowbrook Press.

kcilgni

topeck

sila

roosteb

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POEMS CORNER In groups, choose one the poems and analyze it. For the analysis, your group may think about rhythm, rhyme, and message. Then share your ideas with the class. (Analyzing and synthesizing)

My Noisy Brother

I Can’t Write a Poem

Forget it.

You must be kidding.

I’m still half asleep.

My eyes keep closing.

My brain isn’t working.

I don’t have a pencil.

I don’t have any paper.

My desk is wobbly.

I don’t know what to write about.

And besides, I don’t even know how

to write a poem.

I’ve got a headache. I need to see the

nurse.

Time’s up? Uh oh!

All I have is this dumb list of excuses.

You like it? Really? No kidding.

Thanks a lot.

Would you like to see another one?

What Bugs Me

When my teacher tells me to write a

poem.

When my mother tells me to clean

up my room.

When my sister practices her violin

while I’m watching TV.

When my father tells me to turn off

the TV and do my homework.

When my brother picks a fight with

me and I have to go to bed early.

When my teacher asks me to get up

in front of the class and read the

poem I wrote on the school bus.

My Noisy Brother

My brother’s such a noisy kid,

when he eats soup he slurps.

When he drinks milk he gargles.

And after meals he burps.

He cracks his knuckles when he’s

bored.

He whistles when he walks.

He snaps his fingers when he sings.

and when he’s mad he squawks.

At night my brother snores so loud

it sounds just like a riot.

Even when he sleeps

my noisy brother isn’t quiet.

Scrambled

I climbed up the door and

I opened the stairs.

I said my pajamas

and buttoned my prayers.

I turned off the covers

and pulled up the light.

I’m all scrambled up since

she kissed me last night.

“How much do I love you?”

I love you I love you

I love you so well,

If I had a skunk

I would give you a smell. If I were a

dog

I would give you a bite.

If I were a witch

I would give you a fright. If I were a

bathtub

I’d give you a splash.

If I were a fungus

I’d give you a rash.

I love you so much

that I won’t tell a lie:

I promise we’ll marry

the day that I die.

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POETRY

Fill in the blanks with appropriate word from the right column. (Identifying)

Smoker's Epitaph Fill-In-The-Blank Poems Here lies Sam Shay.

Smoked six packs a day.

He started smoking when he was one.

Now he's one dead son-of-a-__________.

Here lies Sam Shay.


He started smoking when he was two.

Now there's nothing he can__________.

Here lies Sam Shay.


He started smoking when he was three.

Now he's buried beneath a __________.

Here lies Sam Shay.


He started smoking when he was four.

Now he's knocking on heaven's __________.

Here lies Sam Shay.


He started smoking when he was five.

Now the poor guy ain't __________.

Here lies Sam Shay.


He started smoking when he was six.

Now he's got a problem we can't __________.

Here lies Sam Shay.


He started smoking when he was seven.

Now we hope he's gone to __________.

Here lies Sam Shay.


He started smoking when he was eight.

Now he doesn't look too __________.

Here lies Sam Shay.


He started smoking when he was nine.

Now he isn't feeling __________.

Here lies Sam Shay.


He started smoking when he was ten.

Now, he'll never smoke __________.

Again Alive

Do Door Fine

Fix Free

Gone Great

Gun Heaven

I´ve Kind Mix Pen Puff

Raven Tree

Weight

©1996 by Bruce Lansky

Excerpted from My Dog Ate My Homework with permission of Meadowbrook Press

http://www.meadowbrookpress.com/productinfo.aspx?productid=14&categoryid=17&startpage=2

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EMILY DICKINSON AND SCENES IN HER POEMS

Nature: Scene and Meaning

Since Emily Dickinson was a child of rural nineteenth-century New England, it is not

surprising that the natural scenes and figurative language drawn from it loom very large

throughout her work. She had read in the poetry of Wordsworth, Bryant, and Emerson —

all products of a Romantic movement that looked for meaning, imagery, and spiritual

refreshment in nature. Her roots in a Puritanism that saw God manifested everywhere in

nature contributed to her pursuit of personal significance in nature. The New England

countryside of her time was still largely untrammeled, and she was fascinated by its

changing seasons and their correspondence to her own inner moods. Although her direct

observations were confined to meadows, forests, hills, flowers, and a fairly small range of

little creatures, these provided material highly suitable to her personal vision and

impressive symbols for her inner conflicts. Unlike the major English and American

Romantic poets, her view of nature as beneficent is balanced by a feeling that the essence

of nature is baffling, elusive, and perhaps destructive.

Her nature poems divide into those that are chiefly presentations of scenes appreciated

for their liveliness and beauty, and those in which aspects of nature are scrutinized for keys

to the meaning of the universe and human life. The distinction is somewhat artificial but

still useful, for it will encourage consideration of both the deeper significances in the more

scenic poems and of the pictorial elements in the more philosophical poems. As we have

noted, nature images and metaphors permeate Dickinson's poems on other subjects and

some of those poems may be more concerned with nature than at first appears.

Based on the previous essay, answer the questions: (Analyzing and synthesizing) 1- What are the most common scenes that Emily Dickinson used in her

poems? 2- What figurative language did she use in her poems? 3- What is her idea of God?

Read more: http://www.cliffsnotes.com/study_guide/literature/Emily-Dickinson-Selected-Poems-The-Poems-Nature-Scene-and-Meaning.id-227,pageNum-8.html#ixzz16ajV4lSO

POETRY

Read the poem, identify the scene and write a title on the line. (Analyzing and synthesizing)

_____________________________________

by Justen Charters

I sweetly whisper my deepest feelings

As her eyes gaze into mine

People have said, that love is healing

And that all wounds heal in time

I gently kiss her lips, and wait

I've found the one, my soul, my mate

My love, my teacher, and my friend

This love story, has no end.

The scene of this poem is:

__________________________________________________________________

__________________________________________________________________

________________________________________________________________

http://www.cliffsnotes.com/study_guide/literature/Emily-Dickinson-Selected-Poems-The-Poems-Nature-Scene-and-Meaning.id-227,pageNum-8.html#ixzz16ajV4lSO

http://www.cliffsnotes.com/study_guide/literature/Emily-Dickinson-Selected-Poems-The-Poems-Nature-Scene-and-Meaning.id-227,pageNum-8.html#ixzz16ajV4lSO

http://www.helium.com/users/302188/show_articles

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How to Write a "Haiku" Poem

by Bruce Lansky

Haiku poetry is a very short, centuries-old form of Japanese poetry that is an intriguing change of pace from the kind of rhythmic, rhyming poetry you're used to reading. Haiku is like a photo that captures the essence of what's happening, often connecting two seemingly unrelated things.

Snow melts. Suddenly, the village is full of children.

Frog sunning on lily pad as dragonfly darts by.

Thrapp!

Although traditional haiku are often about nature or the changing seasons, they nonetheless manage to convey emotion. With just a few words, they call attention to an observation and in effect say, "Look at this" or, "Think about this." If they're well written, we can't help but do just that. The haiku calls the reader's attention to the story behind the observation.

Traditional Japanese haiku had a total of seventeen syllables divided into three clumps (or lines):

five syllables seven syllables

five syllables

Some teachers think children should be taught to write haiku that conform to these rigid specifications. I disagree. The essence of haiku is the way it describes natural phenomena in the fewest number of words, making an indelible impression on the reader. The artistic effect, to me, is much more important than the number of syllables.

I think the best stimuli for writing haiku are nature hikes, nature photography, or art. Try this: Write down what you see when you go outside for recess or when you go for a walk in the woods over the weekend. Write down your observations on paper (or better yet, record them with a camera). Depending on the season, you might get observations of nature like the following:

leaves blowing in the wind snow piling up on unused doors

ducks swimming in a pond during a rainstorm the first buds on tree branches in your backyard the first daffodil poking it's head through the dirt

hungry bees buzzing around a flower garden

Next, try to find two images that create a striking impression when connected and write them down. You might get something like this:

After it started to rain, fishermen steered their boats toward the shore. Then, I saw a family of ducks waddle over to the lake and swim across.

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OK, now you have to pare the sentence down so it still describes the scene while inviting the reader to marvel at nature. How's this?

Sudden spring storm- a family of ducks paddles around the deserted lake.

I think that haiku is a lot closer to photography or painting than it is to the kind of humorous poetry I often write. It teaches the power of observation and the importance of editing. You know you've done a good job of editing when the version with the fewest words makes the strongest impression.

Haiku (Original version 5-7-5)

Haiku is a poetic form and a type of poetry from the Japanese culture. Haiku combines form, content, and language in a meaningful, yet compact form. Haiku poets, which you will soon be, write about everyday things. Many themes include nature, feelings, or experiences. Usually they use simple words and grammar. The most common form for Haiku is three short lines. The first line usually contains five (5) syllables, the second line seven (7) syllables, and the third line contains five (5) syllables. Haiku doesn't rhyme. A Haiku must "paint" a mental image in the reader's mind. This is the challenge of Haiku - to put the poem's meaning and imagery in the reader's mind in ONLY 17 syllables over just three (3) lines of poetry!

HAIKU EXAMPLES

If you are having trouble figuring out how many syllables, try clapping out the words, or putting your hand under your chin and counting how many times your chin goes down. If all else fails, get a dictionary! :)

Now it is your turn. Pick your favorite sport. That sport will be your theme. Decide:

1) For what purpose will you write?

2) What mood do you want to convey?

Think of the images, descriptive words, and figurative language that best describe that sport (remember sounds, smells, sights). Jot them down in web form or as you think of them. Then the final step is to experiment by putting your ideas on the Haiku "skeleton" - 5, 7, 5 (syllables) and 3 lines. Look at your poem; check it for correct syllables and lines. Now, for the real test, read it ALOUD. Does it really paint a clear picture? Share your Haiku with someone else. Listen to his or her critique of your poem. A critique is when someone tells you the strengths and weaknesses of your work. DON'T GET MAD, LISTEN to the suggestions. Revise your work. Remember, the BEST writers are REWRITERS!

The Rose

The red blossom bends (5 syllables)

and drips its dew to the ground. (7 Syllables)

Like a tear it falls (5 Syllables)

A Rainbow

Curving up, then down. (5 syllables)

Meeting blue sky and green earth (7 syllables)

Melding sun and rain. (5 syllables)

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Exercise: Fill in the title and the seven and the two five syllable line.(Divergent thinking)

GRAPHIC SUMMARY Say „Cheese!‟” How many times have you heard this phrase and been dazzled by the flash of a camera? Capturing special moments on film is one way to enjoy an experience all over again. Writing poetry and keeping a journal are other ways of preserving special moments in your life. Use the snapshot graphic below to sketch or describe your impression of a striking image from one of the haiku selections.

NEW CONCEPTS

1. Poetry 2. Extended and 3. Fresh Images 4. Scenes 5. Inferences 6. Haiku

__________

Green elms in the woods

____________________________

Standing tall and proud

____________

___________________________

The petals bend to the earth.

__________________________

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RESEARCH PROJECT

PROJECT FUNDACION GIMNASIO LOS PORTALES

ENGLISH DEPARTMENT LITERATURE

2010 -2011 Name: __________________________Grade:_____ Date:________________

-A special haiku day at school-

Mini-Scale Project Due on / due by: ___________

DIRECTIONS

Do You Haiku?

This task is designed for students of seventh grade from Gimnasio Los Portales who would like to understand the community of Haiku poets, the origin of Haiku and to create a journal of haiku poems under the horizon of our school nature.

GUIDELINES

1. First, make a list of places where you think you will be inspired. 2. Share your impressions with your classmates. 3. Present your findings to the class through a short presentation. 4. Turn- in the haiku album.

Checkpoints

Tasks Due date Student`s signature

Teachers` initials

First, make a list of places where you think you will be inspired.

Friday, March 20

Share your impressions with your classmates.

Friday, March 27

Present your findings to the class through a short presentation

Friday, April 10

Turn- in the haiku album Friday, April 17

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FINAL EVALUATION

I-Answer the following questions based on the selection “Haiku”. (Analyzing and synthesizing)

1. How is haiku part of Japanese traditions? 2. How do you write a haiku poem? 3. What are some examples of Haiku poetry? 4. Can haikus be fiction? 5. Can some one give me a haiku about polygons? 6. What is an example of a Haiku? 7. What is a haiku? 8. Can anyone help me write a Breakfast Haiku? 9. What is non-rhyming poetry called? 10. Explain how one of the haiku poems exhibits a form of tunnel vision while

describing nature? II- Read the “haiku” poems and do the matching exercise. (Identifying)

http://wiki.answers.com/Q/How_is_haiku_part_of_Japanese_traditions

http://wiki.answers.com/Q/How_do_you_write_a_haiku_poem

http://wiki.answers.com/Q/What_are_some_examples_of_Haiku_poetry

http://wiki.answers.com/Q/Can_haikus_be_fiction

http://wiki.answers.com/Q/Can_some_one_give_me_a_haiku_about_polygons

http://wiki.answers.com/Q/What_is_an_example_of_a_Haiku

http://wiki.answers.com/Q/What_is_a_haiku

http://wiki.answers.com/Q/Can_anyone_help_me_write_a_Breakfast_Haiku

http://wiki.answers.com/Q/What_is_non-rhyming_poetry_called

http://wiki.answers.com/Q/Explain_how_one_of_the_haiku_poems_exhibits_a_form_of_tunnel_vision_while_describing_nature

http://wiki.answers.com/Q/Explain_how_one_of_the_haiku_poems_exhibits_a_form_of_tunnel_vision_while_describing_nature

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III- written response: Write three haiku poems. Use the specific guidelines such as lines, syllabication, intention and nature related features. (Divergent thinking)

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english literature 7th grade 2010-2011 … · 7th grade 2010-2011 ... all i have is this dumb list...

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