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poetryXchange Fundamentals: Intro to PoetryLesson 3: The SIMILELesson ObjectivesExplore and employ figurative languageKnow the difference and relationship between abstract (idea) and concrete (thing) nounsBuild vocabularyDevelop creative confidence by taking risks in whole class discussion Stimulate verbal imagination in a playful wayWrite a short, imagistic poem using the simileWhole Class Interactive Discussion and ActivityTeachers, ask the class: What is a Simile?A comparison using the words like or as. Ask the class to repeat the definition aloud, altogether.Then ask: What is a noun?A person, place, thing or IDEA.Explain the difference between a thing noun and an idea noun. A thing noun has physical properties. An idea noun is abstract and exists in the mind, without physical, concrete dimensions.Write or say the following statements:Time flies like an arrow.Fruit flies like a banana.Let the students ponder these two statements for a minute. At this point, you may be able to tell the level of language ability in your class. It may take a while for them to see the meaning in the second statement. When they do, it’s a great teaching moment…when they “get it.”Ask: Which one is a simile? Which one would you say is more poetic?Explain: Time is an abstract noun. To describe this idea, the first statement compares it to a recognizable thing, an arrow, which has physical properties and purpose. How is time like an arrow?The second statement is declaration that does not contain an idea noun, and uses the work like as a verb. It is less poetic as it makes a literal, rather than figurative assertion. It is not a simile.Now ask students to close their eyes and imagine the word “love.” What do they see? Where are they when they feel “loved”? You can say: it’s ok if you see something unusual like broccoli or the beach. Your mind is providing images to you in an associate manner. It is your job to ponder the relationship between the thing you see and your idea of love.Ask students to volunteer what they “saw.” Typically, you’ll hear responses like hearts or flowers. Explain these things as symbols or widely held references to the idea of love. Press them to share what love looks like to them, and in their particular lives. Here, you will likely hear descriptions of family, mothers, friends, dogs. Press the students further with questions such as “where are you? What time is it? What is the person or thing doing? Is there music playing? Etc….here you have the beginning of a descriptive poem.Simile GameAsk students to give you examples of Thing nouns. Tell them to be creative and also specific. Write these nouns in a list to the far right of a white board or chalk board like this:4623435109855Thing NounsHelicopterSea shellFrogCactusTamaleThing NounsHelicopterSea shellFrogCactusTamale Now ask the students to give you some good adjectives. Move to the left and begin a second list:4624705117475Thing NounsHelicopterSea shellFrogCactusTamaleThing NounsHelicopterSea shellFrogCactusTamale3251835-795020AdjectivesHilariousMysteriousRidiculousDangerousSlimy AdjectivesHilariousMysteriousRidiculousDangerousSlimy Complete. Now, return to the IDEA of LOVE. Write love five times to the far left of the board and connect the words to create impromptu similes:313690045720Thing NounsHelicopterSea shellFrogCactusTamaleThing NounsHelicopterSea shellFrogCactusTamale108140552070AdjectivesHilariousMysteriousRidiculousDangerousSlimy AdjectivesHilariousMysteriousRidiculousDangerousSlimy 233172040640(as a)(as a)(as a)(as a)(as a)0(as a)(as a)(as a)(as a)(as a)Love (is as)Love (is as) Love (is as)Love (is as)Love (is as)Consider: Often, these impromptu comparisons make little or no “sense” at first glance. Use this is an opportunity to push the students to think beyond the literal. Ask, is it true? Why or why not? If not, can you think of a better adjective to complete the simile?Ask students to WRITE. At this time, you can set the students to work on their own original similes. Tell them they can use the word love if they choose, or another idea noun in the left column. Good idea nouns can be emotion words or intellectual concepts like time or freedom. Engage students more deeply by extending their similes by building, line by line, comparisons that push the thing noun into other similes. The format looks like this:Love is a slimy as a tamale.A tamale is as hot as a volcano.A volcano is a dangerous as my brother.My brother is as strong as a dinosaur……and so on…. poetryXchange Intro to PoetryLesson 4: Active Listening and the Word BankLesson Objectives:Develop Active Listening skillsPractice note taking and dictation (English and Spanish)Vocabulary building (intrinsic, self-motivated)Recognition of poetic language, “loaded” wordsBuild a word bank as a resource and inspiration for new workTake risks in trust of the creative processCraft original poem inspired by word bankTeachers:To begin, be sure each student has at least two sheets of clean paper and rm students they will be listening to several poems. “Poetry”, by Pablo Neruda will be read in both English and Spanish. If you do not speak Spanish, a video and reading of the poem in Spanish can be found here: : While students are listening, they are to pay close attention and write down words or phrases they find interesting or remarkable….words that give them a charge of recognition, meaning or inspiration.. words or short phrases that simply sound “poetic” to them. When the reading is over, they should have a list of at least ten to fifteen words but there is no upper limit to the number of words they can collect. Tell them that spelling is not important. Words they do not know can be defined and checked for spelling later. The trick is to be open and curious about the language they hear.Poet Info and background: Before reading Neruda, you can say he is a world renown poet from Chile who began studying poetry when he was their age and had a famous poet, Gabriela Mistral, for his teacher. His native language is Spanish and the English version of his poem is a translation. They will learn more about this poet, his work and life, in a later lesson. Hafiz is a 14th century Persian poet who is, to this day very popular with the people of Iran, who learn his poems by heart and still use them as proverbs and sayings.Modeling: When the reading is complete, ask students to give you a word from their list. Keep going until you have a list of 5-6 words on the board. Ask students to look carefully at these words to see if they can be arranged into a sentence using all of the words. They can add words to make a complete sentence. For example:UniverseVoicesBranchesShadowWindBlindThe blind voices of the universe are like shadow branches on the wind. Or they can change the spelling of a noun to make a verb or adjective:The wind blinded the universe with shadowy voices and branches.Once the students see how to connect their words together into sentences, ask them to create a poem using the words in their lists, sentence by sentence. Sometimes these poems will come about simply by connecting the words in the order they appear on the list. Other times, the students, with the help of their poetry teacher/ university student, will need to study the list to find words that can be connected, associatively and musically, into a new set of sentences/poem.All student work, including handouts, drafts and word banks should be collected into a folder. This folder will be used in poetry workshops in later grades and, upon graduation, will represent the student’s growth as a poet. Student folders are used, also, to collect and edit student work for publication.PoetryPablo NerudaAnd it was at that age ... Poetry arrivedin search of me. I don't know, I don't know whereit came from, from winter or a river.I don't know how or when,no they were not voices, they were notwords, nor silence,but from a street I was summoned,from the branches of night,abruptly from the others,among violent firesor returning alone,there I was without a faceand it touched me.I did not know what to say, my mouthhad no waywith names,my eyes were blind,and something started in my soul,fever or forgotten wings,and I made my own way,decipheringthat fire,and I wrote the first faint line,faint, without substance, purenonsense,pure wisdomof someone who knows nothing,and suddenly I sawthe heavensunfastenedand open,planets,palpitating plantations,shadow perforated,riddledwith arrows, fire and flowers,the winding night, the universe.And I, infinitesimal being,drunk with the great starryvoid,likeness, image ofmystery,felt myself a pure partof the abyss,I wheeled with the stars,my heart broke loose on the wind. PoesiaY fue a esa edad... Llegó la poesía?a buscarme. No sé, no sé de dónde?salió, de invierno o río.?No sé cómo ni cuándo,?no, no eran voces, no eran?palabras, ni silencio,?pero desde una calle me llamaba,?desde las ramas de la noche,?de pronto entre los otros,?entre fuegos violentos?o regresando solo,?allí estaba sin rostro?y me tocaba.?Yo no sabía qué decir, mi boca?no sabía?nombrar,?mis ojos eran ciegos,?y algo golpeaba en mi alma,?fiebre o alas perdidas,?y me fui haciendo solo,?descifrando?aquella quemadura,?y escribí la primera línea vaga,?vaga, sin cuerpo, pura?tontería,?pura sabiduría?del que no sabe nada,?y vi de pronto?el cielo?desgranado?y abierto,?planetas,?plantaciones palpitantes,?la sombra perforada,?acribillada?por flechas, fuego y flores,?la noche arrolladora, el universo.?Y yo, mínimo ser,?ebrio del gran vacío?constelado,?a semejanza, a imagen?del misterio,?me sentí parte pura?del abismo,?rodé con las estrellas,?mi corazón se desató en el viento.All the HemispheresBy HafizLeave the familiar for a while.Let your senses and bodies stretch outLike a welcomed seasonOnto the meadows and shores and hills.Open up to the Roof.Make a new water-mark on your excitementAnd love.Like a blooming night flower,Bestow your vital fragrance of happiness and givingUpon our intimate assembly.Change rooms in your mind for a day.All the hemispheres in existenceLie beside an equatorIn your heart.Greet YourselfIn your thousand other formsAs you mount the hidden tide and travelBack home.All the hemispheres in heavenAre sitting around a fire chattingWhile stitching themselves togetherInto the Great Circle inside ofYou.poetryXchange Overview of Curricular LessonsThe poetryXchange curriculum is a research-based, classroom-tested set of pedagogical methods and processes that support creativity and mastery in language arts. Each lesson is sequential as it builds on processes and practices established in earlier lessons. Many core lessons have separate activities calibrated for students in elementary, middle and high school, based on the same poems, poet and/or topic of lesson. As the student grows and enters the upper grades, new lesson topics and readings emerge at each grade level. Model poets and poems represent a pan-historic, multi-cultural range of voices, selected for their mastery, relatability, relevance and accessibility to young student writers. Whenever possible, lessons include watching videos and/or listening to recordings of the poets reading their own work. Each lesson includes examples of published student work created in response to the particular lesson.Foundations: Intro to Poetry Lesson 1Journey Work of Stars: The Poets of El Sol (bi-lingual)Lesson 2Draw a Poem/ ImageryLesson 3The SimileLesson 4Five Senses/Extending the SimileLesson 5Active Listening and Word Bank(bi-lingual)Lesson 6Pablo Neruda and the Sea(bi-lingual)Lesson 7Anaphora (bi-lingual- focus on major LatinX poets)Lesson 8Incantation/Ancient VoicesLesson 9Question PoemsLesson 10Revision: focus on Verbs ART BOOK MAKING/Working with our handsPoems are curated for these activities based on relevant themes. Students are drawn into close reading of the original poems and into a deep, subconscious relationship with language and their own reservoir of creativity. These lesson activities can be varied and repeated throughout the year.Activity 1Blackout PoemsActivity 2Cut up and RemixActivity 3Poetry ComixActivity 4Poetry Art CardsActivity 5Art and Poetry JournalActivity 6The BroadsideWord Bank Lessons with ThemesRain poemsWriting about ChangeWriting about FriendshipWriting about WritingWriting from MemoryRemembering ConversationMoon PoemsPoems about BirdsPoems about TravelWinter Holliday PoemsSpring PoemsCity PoemsChoreograph a PoemStudents work in a group to perform a poem from the class.IntermediateLesson 1Paradox of I am (poetry in advertising)Lesson 2Perspective (Thirteen Ways)Lesson 3The Archetype (Intro to Carl Jung)Lesson 4Letter Poems (epistolary)Lesson 5 Animal Poems/Symbol and MetaphorLesson 6Breakbeat Poetry (hip hop analogies)Lesson 7Writing from PhotographsLesson 8Internet Poetry HuntLesson 9News poems from the Headlines Lesson 10 Dark/Light and other Dichotomies Lessons for Black History MonthLesson 1 Blues PoetryLesson 2 MotownLesson 3 Jazz PoetryLesson 4 Nikki GiovanniLesson 5-6 Alice Walker (Documentary and Poems)Lesson 7 Langston Hughes Lesson 8 Gwendolyn BrooksLesson 9 Lucille CliftonLesson 10 Audre LordeLatinX VoicesLesson 1 Chicano Art Movement/Symbolism (Art)Lesson 2 Let us Gather in a Flourishing Way (bi-ingual)Lesson 3 The Self Address/Anzaldua (bi-lingual)Lesson 4: Origins and Migrations (bi-lingual)Lesson 5: Current Poet ActivistsThe Lyric in Popular SongLesson 1 Bob Dylan and Dylan ThomasLesson 2 Jim Morrison and The DoorsLesson 3 Talking HeadsLesson 4 Class Choice…bring in a songGeographical focusThe Four Winds: Native California Poetry and Art (history, art)The Pearl: Poetry in Prose Baja Califorina (history, art, geography)Yeats and Ireland (world history)Hindu Goddesses (Contemporary Voices)American Avant Guard (New York)Inuit Poetry (Contemporary Voices)Poetry of New Orleans (U.S. history)Focus: Walt Whitman (history of U.S. and poetic video composition)Lesson 1 America and Levi’s Jeans Lesson 2 Other Voices on AmericaLesson 3 Write your own AmericaLesson 4 Leaves of GrassOptional: Watch Walt Whitman documentaryAdvanced, extended projectsExplorations in TranslationCreate Video PoemsAssist in editing student work for publicationCreate a personal poetry blogCollect original work into a manuscript or portfolio.Resources: The Poets of El Sol available online: ................
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