8K at Dr. Clark school

Hero essay grade 7-8

2010-05-14T07:47:00.000-07:00

A hero is a person who does something that is courageous
or noble. Write about your hero. Tell me why they made an impression on you, and what you value about that person.

Be sure that this is a well constructed essay. 4-5 paragraphs (5-8 sentences per paragraph).

Underground to Canada Test: Thursday May 6th

2010-05-05T10:06:00.001-07:00

Underground to Canada Test Name:__________________

1. Why does Massa (Master) Jeb Hensen not like the slaves singing?

2. When was slavery abolished? Describe what harm slavery does to both the slave and slave owner. Slavery still exists in the world today. Find out where? Is there anything you can do to combat this slavery?

3. Imagine you are chained to the wagon and being forced to walk for days and days. Describe how you would feel.

4. Compare the slave quarters on one plantation with the ones at Massa Hensen's.

5. Where does the word prejudice originate? Find the answer by dividing the word into two parts? Have you ever displayed any kind of prejudice? For example, are you reluctant to taste new food? What are the causes of prejudice?

6. Define the following terms used by the underground railway: a. station b. freight c. dry goods d. hardware e. tracks

7. How does Liza react when she arrives in Canada?

8. Would you prefer to be a poorly treated free person or a well treated slave? Explain your answer.

Walk Two Moons Test- Thursday May.6th

2010-05-05T10:04:00.000-07:00

Why does Sal resent Margaret Cadaver? What emotional breakthrough helps her overcome that resentment? Why is this breakthrough so crucial?

Describe Gram and Gramps. Why are they so important to Sal? In what ways is she like them, and in what ways is she different?

Why, according to Sal, is she taking the trip to Lewiston with her grandparents? What deeper reasons lie behind her stated reasons?

Grade 7 Webquest project

2010-04-19T13:14:00.001-07:00

http://www.shelliyahya.com/railroad.html

Grade 7 Social project

2010-04-12T12:16:00.000-07:00

First Essay:
Research slavery in both the United States and Canada. When was slavery abolished? Describe what harm slavery does to both the slave and slave owner. Slavery still exists in the world today. Find out where? Is there anything you can do to combat this slavery?

If first essay is finished, proof-read, printed, and handed in - please complete the following.

Second essay:

Would you prefer to be a poorly treated free person or a well treated slave? Explain your answer.

Essay for March 9th

2010-03-09T09:51:00.001-08:00

Name____________________
Ms. Dingwell
Topic Due: Must be chosen by First Lab.
Research a Topic!
· Display a kimono or other Japanese clothing
· Research and display a poster of Mount Fugi. Poster must have a one page outline on facts about Mount Fuji.
· Research and read a current news story about Japan
· Research some Japanese food, present and serve it to the class. Must have a one page essay on Japanese food.
· Research and display a Bonsai tree on a table. Must have a one page essay explaining the Bonsai tree.
· Research and display prints or other art objects. Must have a one page essay explaining Japanese art.
· Demonstrate a website about Japan and write an essay on why it is a great site.
· Research and make your own flyer on Japanese cars. Must have a one page essay explaining Japanese cars.

Whichever topic you chose, you must also write a page essay on your topic of choice. You must explain your option clearly and with lots of details. You must also state why you chose that topic.

Remember:
§ You are getting marked on your essay format (4-5 paragraphs, indents, no spaces in between paragraphs)
§ Thesis statement.
§ Conclusion
§ Middle that focuses on the topic.

LA exam: March 10th

2010-03-08T09:01:00.001-08:00

Term 2 Exam Review:

Questions on a short story – read the story and answer questions

Define and be able to recognize through analyzing poems:
Hyperbole
Metaphor
Personification
Simile
Ballad
Syllable Cinquain
Word Cinquain

Couplet
Limerick
Lyric
Haiku
Alliteration
Imagery
Literal and figurative language
Mood

Term 2 Exam Review: Questions on a short story – read the story and answer questions.
Define and be able to recognize through analyzing poems:
Matching:Lyric: is a song like poem that uses sensory details to express personal feelings.Consonance: repetition of consonance sounds anywhere in thewords (especially at the end of a word). The catcher wore a black jacket because he cared. Alliteration- the repeating of the beginning consonant sounds in words.Example: A flea and a fly got caught in a flue.
Assonance- The repetition of vowel sounds in words. Example: Therain makes the pavement look wavy. - End Rhyme- The rhyming of words at the ends of two or more lines ofpoetry as in the first two lines of Robert Frost’s poem,
“Stopping by Woods on a Snowy Evening”.Whose woods these are I think I know.His house is in the village though;Internal Rhyme- The rhyming of words in the middle of lines.Example: After he had made an out, a pout rattled around his mouth.Repetition- The repeating of a word or phrase to add rhythm or toemphasize a certain idea as in this excerpt from Edgar Allan Poe’spoem, “The Bells”:Keeping time, time, timeIn a sort of Runic rhyme,To the tintinnabulation that so musically wellsFrom the bells, bells, bells, bells,Bells, bells, bells---From the jingling and the tinkling of the bells.Rhythm- The way the poem flows from one idea to the next. In freeverse poetry the rhythm is usually like the natural flow of spokenlanguage. In traditional forms of poetry, word are often arranged into a definite pattern of accented and unaccented syllables. Limericks, for example, have a definite rhythm pattern.There once was a chef name MauriceWho always used way too much grease.His chicken was fine;His fries were divine,But his dinners just made me obeseHyperbole: n exaggerative statement. E.g.: He died a thousand deaths.Metaphor: comparison between two things without using the words “like” or “as”. E.g.: “He’s a wet blanket”Personification: giving human like attributes to a non-human object. E.g.: “The wave crawled over to me”Simile: A comparison between two things, using the words “like” or “as”E.g.: He ran as fast as a cheetah!Ballad: A poem that tells a story similar to a folk tale or legend.Syllable Cinquain: Line 1: 2 syllablesLine 2: 4 syllablesLine 3: 6 syllablesLine 4: 8 syllablesLine 5: 2 syllablesWord Cinquain: 1 word title (noun)2 descriptive words (adjectives)3 words that express action4 words that express feeling1 word (synonyms or reference to title in line 1)Couplet: A two line stanza that are the same length and usually rhyme and form a complete thought. (Found in a English Sonnet)Limerick: A light, humorous poem of five lines with the rhyme scheme of aabba.E.g.: A flea and the fly in the flue.Were caught, so what could they do?Said the fly, “Let us flee.”“Let us fly,” said the flea.So they flew thrugh a flaw in the flue.
Lyric: A poem, such as a sonnet or an ode, that express the thoughts and feelings of the poet. A lyric poem may resemble a song in a form or style.Haiku:A Japanese poem composed of the unrhymed lines of five, seven, and five syllables. Haiku often reflect on some aspect of nature.Alliteration: The repetition of the same consonant sounds at any place, but often at the beginning of words. Some famous examples of alliteration are tongue twisters.E.g.: She sells sea shells by the sea shore.Imagery: The use of pictures, figures of speech and description to evoke ideas, feelings, objects, action, states of minds. Etc.Literal and figurative language: An Idiom; such as “straight from the horse’s mouth” has a literal meaning, and a figurative meaning. It didn’t literally come straight from the horses mouth, it figuratively did.Mood: The emotion the author is trying to show.

Social Studies test questions

2010-02-16T14:27:00.000-08:00

Short Answers and Essay Questions:
1. Descibe the Closed Edict of 1635.

2. Explain how the combination of Eastern morality and Western skills helped Japan become modern and progressive.

Answers will vary, but student responses should include the following:-technology from the West combined with the discipline of the East enabled a faster progress to modernization- adoption of new models of government- increase in trade and economy, combined with a large industrious population

3. During the Edo period, the shogun closed Japan off from the rest of the world and minimized its contact with the outside in order to retain power. In essay format describe the effects of this isolation on Japan and its citizens. Be certain to give examples, both positive and negative, using lessons from the textbook and class discussions.

Answers will vary but should contain some of the following:Positive- no war; the country was at peace- contributed to the unification of Japan- Confucian beliefs and values influenced the Tokugawa shoguns to rule in a caring manner- metropolises developed- popular culture diversified and increased (art, theatre, literature)- internal infrastructure was developed (e.g., roadways)- new agricultural techniquesNegative- hierarchical and rigid social class system- isolation from the rest of the world; no travel or contact- shogun had supreme power and authority

Social Studies review - Feb 12th (Test on Feb19th)

2010-02-12T08:16:00.000-08:00

Social Studies Exam Review: Understand the meaning of and connection to the unit “Japan”: Ring of Fire Pg. 128-129

Ø Japan is located on the volcanic zone part of the earth; that rings the Pacific Ocean, where a lot of volcanoes and other natural disasters occur. Social Hierarchy: Shogun-Outcasts Pg. 141

Ø The Japanese social system consisted of, the Emperor, Shogun Daimyos, Samurai, Ronin , Peasants, Artisans, Merchants, Outcasts (see blue sheets).

Tokugawa Leyasu Pg. 132-133 Did Tokugawa Leyasu not want European explorers to set up colonies in Japan so he only allowed them to land at one port? He was: Ø One of the greatest shoguns of Japan. Ø Formed many changes toward Japan. Ø Established the military base in Edo (Tokyo) and controlled over the whole country. Ø He ruled the Daimyos so they wouldn’t over power him. Rules that he declared on the daimyos: Ø A daimyo isn’t allowed to contact his Daimyo neighbor except in an emergency. Ø A Daimyo has to spend every second year in Edo (Tokyo). Ø They should have a certain amount of samurai in their castles. Ø They had to prepare several numbers of wages of rice to stay a daimyo. …And many more Surgery (what influence did the Dutch have on Japan) Pg. 161 Ø The Japanese people did not believe in surgery because they thought the body was inherited from one’s ancestors and that surgery would damage the body. Urbanization Pg. 30 Ø The movement of population away from the countryside and into cities. Did urbanization force the people of Japan to maintain the same roles they and their families had always had before the Edo period? Ø No, it did not. Samaria were no longer warriors, they because administrators and artists..etc. Edo (Tokyo), Osaka, Kyoto Pg 149-150 Deshima Pg. 161 Deshima was an artificial island set up for western European countries to trade with Japan. The belief was that since it was not really Japanese soil foreigners were not really on Japanese land. Friday, March 13th Banraku Theatre Pg. 152 Confucianism pg. 137 The effects of other countries on Japan coming out of Isolation (class project) pg. 166-172 Ainu pg. 167 Dutch flag pg. 170 Commodore Perry pg. 173 Signing a treaty with the USA pg: 171 Monday, March 16th Geography of Japan 128-129 Haiku Pg. 154-155 Entourage pg. 146 Closed Edict of 1635 Pg. 136 Which Shogun finalized the unification of Japan? Pg. 149 Eta Pg. 141 Woodblock images Pg. 153 Tuesday, March 17th How did the role of the samurai changed? Pg. 157Geishas Pg. 153What were popular books written? Pg. 154Aesthetics: Japanese valued simplicity, serenity, and miniaturizations.
Don’t think Twice policy Pg. 168Treaty of Kanasawa Pg. 171Sakuma and Yoshida Pg. 174-175Weds. March 18th Opulent Pg. 384Kabuki Pg.152Consensus Pg. 165Inviolable Pg. 383The Charter Oath Pg. 181-182Regalia Pg. 385Short Answers and Essay Questions: 1. Why do you think most of the information historians find about the Edo period are about samurai males? Give examples from the text and class discussion to justify your answer. Answers will vary but should contain some of the following: - people from lower classes were viewed as not as important as the samurai and so fewer records of their life were preserved. - women did not have many rights and the outcasts and non-humans were regarded as inferior. - the samurai was the first to become literate and so would be the only ones who could write about their lives. 2. Explain how the combination of Eastern morality and Western skills helped Japan become modern and progressive. Answers will vary, but student responses should include the following: -technology from the West combined with the discipline of the East enabled a faster progress to modernization - adoption of new models of government - increase in trade and economy, combined with a large industrious population 3. During the Edo period, the shogun closed Japan off from the rest of the world and minimized its contact with the outside in order to retain power. In essay format describe the effects of this isolation on Japan and its citizens. Be certain to give examples, both positive and negative, using lessons from the textbook and class discussions. Answers will vary but should contain some of the following: Positive - no war; the country was at peace - contributed to the unification of Japan - Confucian beliefs and values influenced the Tokugawa shoguns to rule in a caring manner - metropolises developed - popular culture diversified and increased (art, theatre, literature) - internal infrastructure was developed (e.g., roadways) - new agricultural techniques Negative - hierarchical and rigid social class system - isolation from the rest of the world; no travel or contact - shogun had supreme power and authority

Grade 7 and 8 Poetry Test Review: Dec. 16th

2009-12-10T14:11:00.000-08:00

Grade 7 and 8 Poetry Definitions: Will be on test on Dec. 16th (Date change due to Xmas paarty)

Poetry Definitions: Will be on Exam

Metaphor makes a comparison without using like or as. The street is my heart.

Hypebole makes exaggerated comparisons for effect. Sometimes there are funny. It was so hot we fried.

Simile compares one thing to something unlike it using like or as. Coat hooks hold winter hats like branches hold old nests.

Personification makes a comparison in which something that is not human is described with human qualities. My egg stared back like sick eyes.

Internal Rhyme is the rhyming of words in the middle of lines. After he make an out, a pout rattled his mouth.

Onomatopoeia is the use of words whose sounds make you think of their meanings, as in buzz, thump, and snap.

End Rhyme is the rhyming of words at the end of two or more lines of poetry.

Alliteration is the repeating of the beginning constant sounds in words like dance, dare, and drop.

Consonance is the repeating of a word or phrase to add rhythm, or to emphasize a certain idea: The wind hissed, hissed down the alley.

Word Cinquain:
Line 1: title 1 word
Line 2: Description of title 2 words
Line 3: Action about the title 3 words
Line 4: Feeling about the title 4 words
Linen 5: Synonym for the title 1 word

Example:
Dinosaurs
Lived once,
Long ago, but
Only dust and dreams
Remain

Example 2: Spaghetti
Messy, spicy
Slurping, sliding, falling
Between my plate and mouth
Delicious

Syllable Cinquain:
Line 1: title 2 syllables
Line 2: Description of title 4 syllables
Line 3: Action about the title 6 syllables
Line 4: Feeling about the title 8 syllables
Linen 5: Synonym for the title 2syllables

A Threat
Stormclouds,casting shadowsover weary soldiers,threaten to cry heavy bucketsof tears.
Lovesong
Treefrogsin my drainpipeseranading their loversdelight in keeping me awakeat night.

Definition of Stanza Literary Term
A Stanza consists of two or more lines of poetry that together form one of the divisions of a poem. The stanzas of a poem are usually of the same length and follow the same pattern of meter and rhyme and are used like paragraphs in a story. Some different types of stanzas are as follows:
- a set of lines in a poem, separated from other stanzas with an empty lineThis Example has Four stanzas.

Couplets - Couplets are stanzas of only two lines which usually rhyme
Example - "Eenie Meenie Miny Moe,Catch a tiger by his toe."
Tercets - Tercets are stanzas of three lines. The three lines may or may not have the same end rhyme. If all three lines rhyme, this type of tercet is called a triplet.
Example of Tercet Stanza Literary Term
Do not go Gentle into that Good NightbyDylan Thomas
Do not go gentle into that good night,Old age should burn and rave at close of day;Rage, rage against the dying of the light
Quatrains - Quatrains are stanzas of four lines which can be written in any rhyme scheme.
A concrete poem is one that takes the shape of the object it describes.

The Diamante Poem
The Diamante Poem is arranged in a diamond pattern using seven lines in the following manner: (You need a list of adjectives for this poem)
1. LINE 1 one word subject (noun)
2. LINE 2 two adjectives describing LINE 1 noun
3. LINE 3 three participles ending in -ing or -ed to decribe LINE I noun
4. LINE 7 one word growing out of or opposite to LINE 1 noun (another noun)
5. LINE 6 two adjectives describing LINE 7 noun
6. LINE 5 three participles ending in -ing or -ed to describe LINE 7 noun
7. LINE 4 four words - two related to the noun in LINE 1 and two related to the noun in LINE 7; they be arranged concurrently or alternately, as the originator of the poem wishes.

The result is a pattern of contrast shown in poetry form. By al1owing the students the additional option of selecting and creating their own graphic designs, the completed poem is at once both a unique and individual expression of response.

EXAMPLE
DREAMS
SUBCONSCIOUS, IMAGINARY
SLEEPING, WISHING,THINKING
FANTASY, ACTUALITY, VISION, GENUINE
BEING, SEEING, KNOWING, AUTHENTIC, FACTUAL
BEING, LIVING, MEANING, LIFING
REALITY

Pun: A play on words, sometimes on different senses of the same word and sometimes on the similar sense or sound of different words.
Meter:
This is the number of feet that is in a line of poetry. A line of poetry can have any
number of feet, and can have more than one type of foot. There are some meters that
are used more often than others.

Monometer: a line with 1 foot
Dimeter: A line with 2 feet
Trimeter: A line with 3 feet
Tetrameter: A line with 4 feet
Pentameter: A line with 5 feet
Hexameter: A line with 6 feet
Heptameter: A line with 7 feet
Octameter: a line with 8 feet
If a line of poetry has 5 feet, and those 5 feet are all iambs, you have a line of poetry
that is called iambic pentamter. This is the most common metric pattern in formal
poetry.

Limerick- A light humorous, nonsensical, or bawdy verse of five anapestic lines usually with the rhyme scheme aabba.

Ballad- a poem telling in a direct and dramatic manner some popular story usually derived from a tragic incident in local history or legend. The story is told simply, impersonally, and often with vivid dialogue.

Free Verse- Poetry that does not try to follow any rigid requirements or to obey conventional rules is called.

Acrostic poem-
C - Caring
O - Outstanding Student
L - Leader
E - Excitable

Analizing the poems:
The Blind Man
Gluskap’s Hound – T.G. Roberts
Catalogue – Rosalie Moore
This was my Brother – Mona Gould
Limericks a la Carte

Grade 8 Due Jan. 22nd

2009-12-07T12:52:00.001-08:00

Grade 8 Edo Japan Newspaper

Look at the sample newspaper(s). You have been asked to create a front page for a local Japanese paper that is owned by the shogun family. Remember the shogun believes isolation is necessary for his country and will demand that the articles promote his views and show a negative bias toward an opened door society. As well, conformity (behaving as a group and not as an individual) is also important in the Japanese Edo society.

Things you must have in your paper:
*Entire page must be covered (remember it is expensive to go to the press),
*must follow newspaper format (columns, pictures, editorials, date, title, etc),
must be checked for grammar and spelling, * must reflect the Edo worldview
* MUST BE CREATIVE AND NEAT
* Must contain minimum of 3 developed articles and additional creative items.
* articles must follow a proper article format (lead, 5 W’s, and 3 details)
*Content must be accurate (fun and entertaining bits are allowed more freedom ( ex. classifieds))

Article choices include: (must have 3 from this selection)
Political Cartoon promoting conformity
Article based on the value of the group (why uniforms are necessary)
Article promoting social hierarchy and societal control: Peasant Man caught trying to be a Samurai; Sentenced to Death
How did the people react after Isolation? Interview people who promote the positives of a closed society?
An article on the effects of isolation on Japan economically, politically, and socially
Personal research from internet/ books which will provide ideas for interesting article.
Timeline
Shogun’s editorial: Why is it important to stay a closed society?
Perspectives on Japan
Something of your choice from notes and chapter 5. (Must be pre-approved)

Other things to choose from to make your paper MORE interesting:
* Creative TITLE
Classifieds: ex: Jobs promoting lifetime commitment
Confucious sayings
Advertising: Rice for sale, looking for samurais
Weather: ex. Rain delays the building of the railway again
Top Ten __?___: ex: songs, movies, books: sample: The Last Samurai, How to Close a Country’s Doors in 10 days, It’s the end of trade as we Know it, etc.
Important People: Obituary format or your choice.
Comic Strip: (putting down the non-people/outcasts)
Cooking 101: Great rice recipes
Fashion police: 5 tips to stay in style within your social class
Geography/climate/weather highlight: Local disasters
Pictures
The arts
Other

grade 8 Rap song!! Due Dec. 18th

2009-12-07T12:33:00.000-08:00

Grade 8: RAP SONG

You have been hired to write and produce your own song (from any genre: rap, country, rock) which focuses on the seven elements of the Worldview of the Japanese. The following are the guidelines that your song MUST follow:
* Identify elements of the Japanese civilization which represent its worldview before Western contact.
*Explore how the Japanese worldview influenced its choices, decisions, and customs.
* Must be approximately 3-5 minutes in length.
* Must contain musical and poetic elements such as chorus, rhythm, rhyme, metaphor, simile, personification, imagery and alliteration.
* A typed, revised copy of the lyrics must be submitted. * Song must be presented either in person or by CD format (sung version). Final product is due on Dec. 15th.

Grade 7 and 8 Poetic devices to help you with your project

2009-11-19T07:23:00.000-08:00

Poetic Devices in Lyrics

Poetic devices can help lyrics go from mundane to awesome if used properly!
Some of the more popular poetic devices to spice up one's lyrics include: rhyme, metaphors, similes, alliteration, imagery, personification, point-of-view, hyperbole, repetition and symbols. There are others, but these are the most commonly used ones by lyricists.

Rhyme is the most popular of the poetic devises as most lyrics use rhyme to create memorable songs. Rhyme as a poetic device has been around for thousands of years and songs that have survived by word-of-mouth typically employ rhyme since people can remember them more accurately.

Metaphors are comparisons between two objects that give a clearer meaning. For instance, saying "She is the rain" is a metaphor comparing a woman to rain. If a metaphor uses "like" or "as" for the comparison, that is called a simile. Saying "She is like the rain" is a simile. Notice the difference between the two phrases and the emotion they evoke for you and then note how you can use this in your own lyric writing adventures.
Metaphors can create powerful and lasting images ingrained in our brains for years. This is why the use of metaphors is so popular not only among songwriters, but writers in general.

Alliteration is the repetition of sounds in a line of the lyrics. Assonance and consonance are subsections of alliteration and are the repetition of vowel sounds and consonant sounds respectively.

Imagery is used in lyrics writing to appeal to any or all of one's senses. Typically writers use visual imagery in their music lyrics, but this isn't always the case as auditory imagery is also frequently used followed by words and phrases that appeal to the other senses as well. Be creative and see what works best in the context of your own song.

Personification is basically animating some inanimate object or objects. Some songwriters personify animals to great effect as in "Rocky Raccoon" or in the song "Joy to the World" where "Jeremiah was a bullfrog."

Point-of-view is also used by lyricists to great effect. Lyrics may be written in first, second or third person point-of-view, each giving a different perspective to the lyrics. Sometimes also the point-of-view will also change during a song, especially in a duet, but at times with solo performances as well.

Hyperbole is the exaggeration of something for dramatic effect. This exaggeration or overstatement is a figure of speech that lends itself well to songwriting. "I'm so hungry I could eat a horse" is an example of hyperbole. "I'm so hungry I could eat a horse with no name" is just plain wrong, however.

Repetition is what it is and what it says it is and is self-explanatory, in itself it is. By repeating line or words over and again, such as in the chorus, the song become more memorable and adds to the "catchiness" of the song.

Symbols are used sometimes in lyric writing as a brief way to evoke a larger emotional response. The Statue of Liberty is a great symbol of freedom in the U. S. and mentioning the statue in the song lyrics may evoke larger feelings of patriotism, yearning for freedom, liberty, justice and many other feelings. Symbols of love, heroism and death are many times used in lyric writing to evoke certain emotional responses.
These are but some of the poetic devices used in lyric writing that should be in every songwriter's tool chest. It is important to know how to use these tools and just as important to know when to and when not to use them as well. By using these poetic devices well your lyrics will jump to life and engage the listener in a meaningful musical experience.

Some Literary DevicesAppearing in Song Lyrics
imagery
specific word-"pictures" for any of the senses ("a tall cedar tree," "sweet honey," "cool water," "flaming embers," "blistered feet," "smoking ruins," "a strong wind," "a dizzying height")
simile
a strong comparison using a connecting word such as like or as ("an army like a flood approaching ," "a girl as nimble as a deer")
metaphor
identification of one thing as, or in terms of, a very different thing (old age identified as "the evening of life," or a person identified as "a rose" or "an oak")--without use of like or as
synecdoche
reference to a part of something to represent the whole, or vice versa ("the hands of the enemy shall conquer the land," "the people bend their knees to the king," "the chariot-wheels surrounded the city")
metonymy
reference to something by naming a merely associated thing (for example, referring to a military force by calling it "the sword," to a government by calling it "the law," or to journalists by calling them "the press")
personification
attribution of human qualities or capacities to non-human objects or to abstractions ("the willow tree weeps," "the stream murmurs," "the land tells a tale," "justice cries out," "mercy argues the case of the oppressed," "common sense must step forward")
parallelism
repetition, contradiction, or expansion of a given thought in a pair or series of similar lines ("I will meditate on the Lord, and my thoughts shall be continually of Him"; "The wicked may prosper for a time, but their doom is sure")
symbol
an object, condition, or action that represents something else, especially an abstraction, within a certain context (For example, a blush may represent embarrassment or shame, a kiss may represent love, shabby clothes may represent poverty, a flying bird may represent freedom--but in other contexts, they may represent other things or be virtually nonsymbolic. The color green may in one context represent new life and in another represent jealousy; Judas’s kiss is an ironic, or reversed, symbol representing unfaithfulness or lack of love.)
hyperbole
exaggeration, overstatement ("I could eat a horse," "My eyes popped right out of my head," "The light took forever to turn green," "There wasn't enough grain in the barn to feed a sparrow")
litotes
a type of understatement whereby an idea of size or extent is expressed (1) by negating its opposite ("That's no small decision to make," "The pay wasn't bad at all") or (2) by using language obviously insufficient to do justice to the referent ("Jesus was quite capable of defending himself," "Cats had a good run on Broadway," "lightning played between sea and sky")
assonance
repetition of vowel sounds in syllables near enough to each other to make it noticeable and potentially significant ("All the air things wear that build this world of Wales," a line from Gerard Manley Hopkins's poem "In the Valley of the Elwy," displays such repetition in the vowel sounds of the words air and wear--and possibly in the word Wales. "Complete thy creature dear O where it fails," another line from that poem, displays assonance in the long e sounds of the words Complete, creature, and dear.)
consonance
repetition of consonant sounds (particularly after a stressed vowel) in syllables near enough to each other to make it noticeable and potentially significant (examples: stark and stork, in which all of the consonants "rhyme"; kick and sock, in which the -ck sounds "rhyme"; flint and bent; case and remorse)
alliteration
repetition of initial sounds of stressed syllables near enough to each other to make it noticeable and potentially significant (examples: the initial w sounds of the words wear, world, and Wales in the line "All the air things wear that build this world of Wales"; the initial m and f sounds in the Hopkins line "Being mighty a master, being a father and fond"; the initial o sounds in the line [not from Hopkins] "old Olmec ornaments were the only offense"); sometimes "eye" repetition of initial letters, even if the sounds don't match ("active anticipation's arresting agency"); most often used to identify separate words beginning with the same sound(s), which may be vowels and/or consonants
end rhyme
repetition of terminal sound(s) of words at the ends of two or more poetic lines (Frost example: "Whose woods these are I think I know. / His house is in the village, though")
internal rhyme
repetition of terminal sound(s) of words within a poetic line (Poe example: "Once upon a midnight dreary, while I pondered, weak and weary")
exact rhyme
the loud "echo" created by words having correspondent sounds and stresses (threw, blue; painful, gainful; watched, botched; dispensation, compensation)
imperfect rhyme
a "faint" or "suggested" rhyme, usually at ends of lines, that is carried by some small vowel or consonant sound(s) shared by two or more words where rhyme might be expected; variously known as slant, near, half, and approximate rhyme (examples: remark, impart; low, law; years, yours; diving, lightning; feed, blade)
persona
the speaker or "speaking voice" in a poem or any part of a poem; the author's more or less "masked" or inflected voice, analogous in many cases to the narrator's in a short story or novel; sometimes an "unreliable" voice completely at odds with the author's apparent worldview or expressly preferred attitude toward something (thus establishing an irony that may suggest some theme of the work); a speaking entity distinct from the author much as a character in a play is distinct from the actor. For further understanding of the term persona, see a specialized dictionary of poetry such as the New Princeton Encyclopedia of Poetry and Poetics; and see scholarly narratological distinctions between real author, implied author, narrator, and characters.
addressee
the primary (first and most directly addressed) audience for the poem's persona (speaker); a figure analogous to the narratee in a short story or novel, a presence who may or may not be named in the work and who may or may not be an overt participant in the plot or the occasion but who is at least made evident as an "invisible entity" engaging the attention and receiving the utterances of the narrator/persona

Grade 7 and 8 Poetry Project! Due: Dec. 11th

2009-11-19T07:12:00.000-08:00

POETRY SEMINAR Ms. Dingwell
THE ASSIGNMENT
You will find a poem and then tell the class the "meaning" of the poem. As you should recall, "meaning" is the sum of many things. Select a song that you feel tells a good story and makes use of literary or poetic devices you will be able to turn into a good essay paper. You're not likely to get a lot of meaning from a rock 'n' roll song about girls and partying all night. Those songs serve a purpose, but not in an English-class analysis.

Listen to your song choice several times. Pay attention to the lyrics. Write them down and make notations if it helps. Try to read between the lines. Look for literary devices such as simile, metaphor and parallelism. These devices are often used in well-written song lyrics. Consult a literary device guide to help you understand these literary elements. Look for poetic devices and poetic structure, such as internal and other rhyme schemes found in poetry. Search the lyrics for hyperbole, symbolism and beautiful language you would be more inclined to find in the works of noted poets. You can find more about poetic devices by referring to a guide as you analyze your song. Use the resources on my webpage http://drclarkschool.blogspot.com/ to help you.

Discuss the music of your song in terms of tone, mood, and how it works with the song lyrics to enhance the overall message of the song. You don't need to be able to read music to hear what's going on musically within a song.

Your seminar presentation will include your reading the poem or playing it for the class if it is on CD and then explaining the meaning.

The written part of the assignment will be to write a critical analysis of another student's seminar. This will test your knowledge of poetic techniques and critical thinking. It will also prepare you for JEOPARDY!

PREPARATIONNeedless to say, begin immediately. You will be required to give me the poem written out legibly in dark print by the day before your seminar at the latest. We will also have 2 labs to work on this.

THE PRESENTATION will be about 5 to 10 minutes long and be brilliant. You should organize it in advance. Props or handouts are allowed.

THE WRITTEN REVIEW will be about 150 words long and, although it will be kept confidential, it must be constructive as well as honest in its criticism. You should concentrate on areas such as clarity of presentation, depth of research, bibliographic information and the seminar's intellectual and informationalcontent.

A SIGN UP SHEET will be posted in the classroom as soon as a set of dates has been arrived at. The slots will be on a first come, first served basis.

SEE ME FOR ANY HELP OR SUGGESTIONS.

Welcome

2007-10-31T13:48:00.000-07:00

Hello everyone! My name is Ms. Tammy Dingwell, and I teach grade 8 English, social studies, health and art at Dr. Clark school. I am the 8K's homeroom teacher. This is my new site: http://drclarkschool.blogspot.com/. I will be updating this site regularly with homework that is due, as well as assignments and tests that are coming up. I hope this makes it easier for both parents and students to stay updated!

PS: Feel free to make comments on the web-page and I will get back to you ASAP. However, everyone who signs on will be able to read your comment. If you want to contact me through email, my email is tammyd@fmpsd.ab.ca

Ms. Dingwell