Use period 3 to write/type up poems.
Your poem drafts should use your inspiration and journal notes from last class. Look through what you wrote and write about "ordinary things"--Keep writing! If you finish early (before 4th period), please write a second poem or a third. Or work on your baseline story revision (draft two!) or your play scene revision (draft two). Please change the draft number if you revise your work today.
Keep your writing/drafts in your portfolio.
Here are some things to consider to make your writing stronger or to help you revise:
Diction: word choice. Select words in your poem carefully to carry the most meaning. All words have a denotative meaning and a connotative meaning. Understatement, euphemism, and other rhetorical strategies may be used to affect a poem's diction. Speaking to your elderly grandparents uses a different diction than speaking to your "homies".
Voice: The agent or "speaker" speaking through the poem. Also called the "persona". Create a speaker for your poems. Try writing the same poem from a different perspective and see what version you like more. Ex. A poem about an overgrown garden would be different from the voice of a gardener than it would be from the perspective of a black bird or a cat. Try looking at your subject from a different point of view.
Tone: Often the attitude of your speaker or the voice. Identified in a poem by diction.
Your poem drafts should use your inspiration and journal notes from last class. Look through what you wrote and write about "ordinary things"--Keep writing! If you finish early (before 4th period), please write a second poem or a third. Or work on your baseline story revision (draft two!) or your play scene revision (draft two). Please change the draft number if you revise your work today.
Keep your writing/drafts in your portfolio.
Here are some things to consider to make your writing stronger or to help you revise:
Diction: word choice. Select words in your poem carefully to carry the most meaning. All words have a denotative meaning and a connotative meaning. Understatement, euphemism, and other rhetorical strategies may be used to affect a poem's diction. Speaking to your elderly grandparents uses a different diction than speaking to your "homies".
Voice: The agent or "speaker" speaking through the poem. Also called the "persona". Create a speaker for your poems. Try writing the same poem from a different perspective and see what version you like more. Ex. A poem about an overgrown garden would be different from the voice of a gardener than it would be from the perspective of a black bird or a cat. Try looking at your subject from a different point of view.
Tone: Often the attitude of your speaker or the voice. Identified in a poem by diction.
- Tone can be formal or informal depending on the diction a poet uses.
- Tone can be ironic, sarcastic, serious, pedantic, or hyperbolic depending on the voice a poet selects.
- Tone can be positive or negative or neutral. Selecting one of these tones can or should affect your diction.
Change your tone. If you wrote the first draft in an informal tone, try a formal one. If you wrote your first draft in a neutral or objective tone, try a sarcastic tone or hyperbolic tone.
Use advice from Ms. Springer or the rubric to improve your stories if you can.
During period 4, we will be visited by a representative from Geva to discuss Spamalot!
HOMEWORK: Please read the play information from the handout today. Read Act One of Spamalot! if you'd like. Meet in the Commons on Thursday at 9:30 (end of period 2). Bring a bagged lunch if you will be missing your lunch period.
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