learning goal: how do you explain the human impulse to express experiences and emotions–for example the drive to create poetry?
Table of Contents: Borling; haiku
off-the-wall poetry: example and experiment (John Borling)
the haiku-who-am-I poetry game; play with a classmate
- Your original fear poem, which got its start from a piece of two-dimensional student art in the halls of Groesbeck or Riley. The presence of fear emerges from the poem, in either a large or small way. Ideally, the speaker is someone or something other than you. Use at least ten lines for this poem.
- A CORE Reflection on any of the original poems you have written this, but have not yet reflected on with a PDF. The list of possible poems for this CORE Reflection includes the fear poem.
For your fear poem, please print one for your Poetry Folder, and submit a copy to TURNITIN.
Please submit the CORE Reflection to TURNITIN.
Both the poem and reflection are due by the start of Poetry Day (Wed/Thu Apr 25/6).
learning goal: how does concrete imagery help a poem, usually? or how does a metaphor do this, much of the time?
table of contents: Shakespeare, tetrameter, iambic, speaker
lessons from recent student poems, described by the teacher (list these on today’s blank sheet for your poetry folder)
Fear Poems (hunting in the halls) (cf. Macbeth 3.5)
assignment for next poetry day: a finished copy of the fear poem begun in today’s class, and a CORE Reflection on one of your original poems (including today’s fear poem), written for this class, or for some other audience or purpose (ineligible poems are ones for which you have already submitted a PDF)
See the earlier post for details of this assignment.
Please put your poem two places: TURNITIN and a paper copy in you Poetry Folder.
Two Original Poem Choices
For either poem, write an original piece of at least 15 lines.
choice #1 (a puzzling, revealing image) taken from Macbeth’s dagger speech
In this poem, the speaker (who might be you, or someone else) describes a concrete image that represents issue(s) faced by the speaker. The image and its description reveal something important about the speaker’s issue(s) and the kinds of answers the speaker is considering.
#2 (the balloon of the mind) taken from Yeats’s “Hands, do what you’re bid”
In this poem, the speaker (who might be you, or someone else) expresses something in his/her mind that has been blowing and dragging in the wind. This poem is a way to tame this idea, corral it, or bring it into a narrow shed.
learning goal: what does the imagined dagger tell Macbeth, and what does it tell us about Macbeth? How do you know either answer?
today’s Table of Contents: Yeats, Shakespeare; soliloquy, monologue, concrete imagery, metaphor, symbol
original poem assignment
choice #1 (a puzzling, revealing image)
and #2 (the balloon of the mind)
learning goal: what tone is set by the opening eleven lines of Macbeth
the opening lines
the study groups
here is login info for shakespeare in bits:
user name / HIES
password / H7v32wL9
learning goal: which of my stronger poems do I want to enter in one of this year’s poetry contests?
extra credit opportunities
book drive (3 books by Mar 8): on index card–your name, date, book titles
“Agatha Rex” (Tue, Wed Mar 6,7): incontrovertible evidence of attendance at whole play
Hafez warm-ups: listening and experimenting
National Student Poetry Contest (deadline Mon April 30): http://libraryofpoetry.com
HIES Contest (deadline Wed Mar 7): http://hiespoetrycontest.wikispaces.com/
time to prepare poems for one, or both, of the contests
wyrd sisters’ lines from Macbeth
HIES Poetry Contest
Steve Marine Poetry Award
Fame! Cash Prizes! Immortality!
2018 RULES AND REGULATIONS
Available online at http://hiespoetrycontest.wikispaces.com/
1) Student contestants must be enrolled in grades 9-12 at HIES.
2) Each student may submit up to three poems.
3) Each poem may be written in any form or style,
except: each poem must be no longer than 2 single-spaced pages
each poem must be in a readable font (such as Courier or Times New Roman, etc.)
4) Submit four paper copies of each poem:
In one envelope labeled “Entry,” submit three copies without your name on them.
In a separate envelope labeled “Name,” submit a fourth copy of the entry with your name on the poem.
5) All poems must be original works and the sole work of the student who submits them.
6) All entries are potentially considered for publication in Rhyme and Reason unless the submitting student specifically indicates to not do that. The winning poems will be published in Rhyme and Reason.
7) All poems must be turned in to Dr. Swann no later than Wednesday, March 7. Awards ceremony date TBA.
3rd Place: $50
2nd Place: $75
1st Place: $100
“Things that are true expressed in words that are beautiful.”
—Dante Alighieri, definition of poetry