Wednesday, April 20, 2011
summative journal Lord of the Flies
During this lit circles, we had some discussions that went well, and some that weren't as good. Most of the time we were able to make good connections and find good quotes to represent darkness, illusion, etc. Our connections were probably the strongest part for our group, all of us were able to make precise and insightful connections. A couple days we went off task and didn't get a whole lot done, however most of the time we were focused. In the book we found that the darkness of the imaginary beast tore them apart, and led them to complete destruction. "Within the diamond haze of the beach something dark was fumbling along. Ralph saw it first, and watched until the intentness of his gaze drew all eyes that way. Then the creature stepped from mirage onto clear sand, and they saw that the darkness was not all shadow but mostly clothing. The creature was a party of boys". They turned into the thing they feared most and went from a civilized bunch of boys to savages. I connect this beast idea to the terrorists hiding, we don't have a clue where they are and they make us scared and make us fuss about it. The only difference between the two is that the terrorists are real and have attacked, no one on the island had ever experience the beast first hand(T-W). All in all I think our group was able to get through this lit. circles assignment and get something out of it.
New Essential Questions Decisions
Essential Questions
How do we analyze poems to understand the author's purpose?
How do one’s decisions affect them and those around them?
What is a decision?
Are all decisions the same?
How does the environment affect one’s decision?
How do one’s decisions impact others?
What factors determine one’s choices and decisions?
How does our context impact the choices we have or the choices we make?
Are decisions part of human nature?
How are decisions represented?
What are the consequences of decisions?
How does the context impact the choices we have on the choices we make?
How do we analyze poems to understand the author's purpose?
How do one’s decisions affect them and those around them?
What is a decision?
Are all decisions the same?
How does the environment affect one’s decision?
How do one’s decisions impact others?
What factors determine one’s choices and decisions?
How does our context impact the choices we have or the choices we make?
Are decisions part of human nature?
How are decisions represented?
What are the consequences of decisions?
How does the context impact the choices we have on the choices we make?
2-2 what makes a good poem
Has a message
Has a structure
Open to interpretation
Has emotion
Has a focus
View of world
Layers
Theme
Connections
Rhymes sometimes
Flows together
Use of symbols
Imagery
It has a voice
It has a moral
It has a relatable message
Rhythm
Evokes an emotion in you
Use of poetic devices
Can have a conflict
Has a tone
Sets a mood
Has a structure
Open to interpretation
Has emotion
Has a focus
View of world
Layers
Theme
Connections
Rhymes sometimes
Flows together
Use of symbols
Imagery
It has a voice
It has a moral
It has a relatable message
Rhythm
Evokes an emotion in you
Use of poetic devices
Can have a conflict
Has a tone
Sets a mood
poetry terms
Glossary of Poetry Terms
This is a list of common poetry terms—from alliteration to verse—will take the mystery out of the art form. There are many more terms that you can look up on the internet.
alliteration
The repetition of the same or similar sounds at the beginning of words: “What would the world be, once bereft/Of wet and wildness?” (Gerard Manley Hopkins, “Inversnaid”)
allusion
a reference made to another literary work, historical event, work of art, or a famous person's quote that adds more depth to the poet's/author's meaning. In fact, all poems retelling old stories are allusive.***See allusion handout
apostrophe
Words that are spoken to a person who is absent or imaginary, or to an object or abstract idea. The poem God's World by Edna St. Vincent Millay begins with an apostrophe: “O World, I cannot hold thee close enough!/Thy winds, thy wide grey skies!/Thy mists that roll and rise!”
assonance
The repetition or a pattern of similar sounds, especially vowel sounds: “Thou still unravished bride of quietness,/Thou foster child of silence and slow time” (“Ode to a Grecian Urn,” John Keats).
carpe diem
A Latin expression that means “seize the day.” Carpe diem poems urge the reader (or the person to whom they are addressed) to live for today and enjoy the pleasures of the moment. A famous carpe diem poem by Robert Herrick begins “Gather ye rosebuds while ye may…”
consonance
The repetition of similar consonant sounds, especially at the ends of words, as in lost and past or confess and dismiss.
enjambment
The continuation of a complete idea (a sentence or clause) from one line or couplet of a poem to the next line or couplet without a pause. An example of enjambment can be found in the first line of Joyce Kilmer's poem Trees: “I think that I shall never see/A poem as lovely as a tree.” Enjambment comes from the French word for “to straddle.”
hyperbole
A figure of speech in which deliberate exaggeration is used for emphasis. Many everyday expressions are examples of hyperbole: tons of money, waiting for ages, a flood of tears, etc. Hyperbole is the opposite of litotes.
.
litotes
A figure of speech in which a positive is stated by negating its opposite. Some examples of litotes: no small victory, not a bad idea, not unhappy. Litotes is the opposite of hyperbole.
.
metaphor
A figure of speech in which two things are compared, usually by saying one thing is another, or by substituting a more descriptive word for the more common or usual word that would be expected. Some examples of metaphors: the world's a stage, he was a lion in battle, drowning in debt, and a sea of troubles.
metonymy
A figure of speech in which one word is substituted for another with which it is closely associated. For example, in the expression The pen is mightier than the sword, the word pen is used for “the written word,” and sword is used for “military power.”
.
onomatopoeia
A figure of speech in which words are used to imitate sounds. Examples of onomatopoeic words are buzz, hiss, zing, clippety-clop, and tick-tock. Keats's “Ode to a Nightingale” not only uses onomatopoeia, but calls our attention to it: “Forlorn! The very word is like a bell/To toll me back from thee to my sole self!” Another example of onomatopoeia is found in this line from Tennyson's Come Down, O Maid: “The moan of doves in immemorial elms,/And murmuring of innumerable bees.” The repeated “m/n” sounds reinforce the idea of “murmuring” by imitating the hum of insects on a warm summer day.
paradox
a statement that appears to be absurd, untrue, or contradictory, but may actually be true.
personification
A figure of speech in which things or abstract ideas are given human attributes: dead leaves dance in the wind, blind justice.
.
quatrain
A stanza or poem of four lines.
refrain
A line or group of lines that is repeated throughout a poem, usually after every stanza.
rhyme
The occurrence of the same or similar sounds at the end of two or more words. When the rhyme occurs in a final stressed syllable, it is said to be masculine: cat/hat, desire/fire, observe/deserve. When the rhyme occurs in a final unstressed syllable, it is said to be feminine: longing/yearning. The pattern of rhyme in a stanza or poem is shown usually by using a different letter for each final sound. In a poem with an aabba rhyme scheme, the first, second, and fifth lines end in one sound, and the third and fourth lines end in another.
scansion
The analysis of a poem's meter. This is usually done by marking the stressed and unstressed syllables in each line and then, based on the pattern of the stresses, dividing the line into feet.
simile
A figure of speech in which two things are compared using the word “like” or “as.” An example of a simile using like occurs in Langston Hughes's poem “Harlem”: “What happens to a dream deferred?/ Does it dry up/ like a raisin in the sun?”
sonnet
A lyric poem that is 14 lines long. Italian (or Petrarchan) sonnets are divided into two quatrains and a six-line “sestet,” with the rhyme scheme abba abba cdecde (or cdcdcd). English (or Shakespearean) sonnets are composed of three quatrains and a final couplet, with a rhyme scheme of abab cdcd efef gg. English sonnets are written generally in iambic pentameter.
stanza
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.
synecdoche
A figure of speech in which a part is used to designate the whole or the whole is used to designate a part. For example, the phrase “all hands on deck” means “all men on deck,” not just their hands. The reverse situation, in which the whole is used for a part, occurs in the sentence “The U.S. beat Russia in the final game,” where the U.S. and Russia stand for “the U.S. team” and “the Russian team,” respectively.
verse
A single metrical line of poetry, or poetry in general (as opposed to prose).
Retreived and modified from: http://www.infoplease.com/ipa/A0903237.html
This is a list of common poetry terms—from alliteration to verse—will take the mystery out of the art form. There are many more terms that you can look up on the internet.
alliteration
The repetition of the same or similar sounds at the beginning of words: “What would the world be, once bereft/Of wet and wildness?” (Gerard Manley Hopkins, “Inversnaid”)
allusion
a reference made to another literary work, historical event, work of art, or a famous person's quote that adds more depth to the poet's/author's meaning. In fact, all poems retelling old stories are allusive.***See allusion handout
apostrophe
Words that are spoken to a person who is absent or imaginary, or to an object or abstract idea. The poem God's World by Edna St. Vincent Millay begins with an apostrophe: “O World, I cannot hold thee close enough!/Thy winds, thy wide grey skies!/Thy mists that roll and rise!”
assonance
The repetition or a pattern of similar sounds, especially vowel sounds: “Thou still unravished bride of quietness,/Thou foster child of silence and slow time” (“Ode to a Grecian Urn,” John Keats).
carpe diem
A Latin expression that means “seize the day.” Carpe diem poems urge the reader (or the person to whom they are addressed) to live for today and enjoy the pleasures of the moment. A famous carpe diem poem by Robert Herrick begins “Gather ye rosebuds while ye may…”
consonance
The repetition of similar consonant sounds, especially at the ends of words, as in lost and past or confess and dismiss.
enjambment
The continuation of a complete idea (a sentence or clause) from one line or couplet of a poem to the next line or couplet without a pause. An example of enjambment can be found in the first line of Joyce Kilmer's poem Trees: “I think that I shall never see/A poem as lovely as a tree.” Enjambment comes from the French word for “to straddle.”
hyperbole
A figure of speech in which deliberate exaggeration is used for emphasis. Many everyday expressions are examples of hyperbole: tons of money, waiting for ages, a flood of tears, etc. Hyperbole is the opposite of litotes.
.
litotes
A figure of speech in which a positive is stated by negating its opposite. Some examples of litotes: no small victory, not a bad idea, not unhappy. Litotes is the opposite of hyperbole.
.
metaphor
A figure of speech in which two things are compared, usually by saying one thing is another, or by substituting a more descriptive word for the more common or usual word that would be expected. Some examples of metaphors: the world's a stage, he was a lion in battle, drowning in debt, and a sea of troubles.
metonymy
A figure of speech in which one word is substituted for another with which it is closely associated. For example, in the expression The pen is mightier than the sword, the word pen is used for “the written word,” and sword is used for “military power.”
.
onomatopoeia
A figure of speech in which words are used to imitate sounds. Examples of onomatopoeic words are buzz, hiss, zing, clippety-clop, and tick-tock. Keats's “Ode to a Nightingale” not only uses onomatopoeia, but calls our attention to it: “Forlorn! The very word is like a bell/To toll me back from thee to my sole self!” Another example of onomatopoeia is found in this line from Tennyson's Come Down, O Maid: “The moan of doves in immemorial elms,/And murmuring of innumerable bees.” The repeated “m/n” sounds reinforce the idea of “murmuring” by imitating the hum of insects on a warm summer day.
paradox
a statement that appears to be absurd, untrue, or contradictory, but may actually be true.
personification
A figure of speech in which things or abstract ideas are given human attributes: dead leaves dance in the wind, blind justice.
.
quatrain
A stanza or poem of four lines.
refrain
A line or group of lines that is repeated throughout a poem, usually after every stanza.
rhyme
The occurrence of the same or similar sounds at the end of two or more words. When the rhyme occurs in a final stressed syllable, it is said to be masculine: cat/hat, desire/fire, observe/deserve. When the rhyme occurs in a final unstressed syllable, it is said to be feminine: longing/yearning. The pattern of rhyme in a stanza or poem is shown usually by using a different letter for each final sound. In a poem with an aabba rhyme scheme, the first, second, and fifth lines end in one sound, and the third and fourth lines end in another.
scansion
The analysis of a poem's meter. This is usually done by marking the stressed and unstressed syllables in each line and then, based on the pattern of the stresses, dividing the line into feet.
simile
A figure of speech in which two things are compared using the word “like” or “as.” An example of a simile using like occurs in Langston Hughes's poem “Harlem”: “What happens to a dream deferred?/ Does it dry up/ like a raisin in the sun?”
sonnet
A lyric poem that is 14 lines long. Italian (or Petrarchan) sonnets are divided into two quatrains and a six-line “sestet,” with the rhyme scheme abba abba cdecde (or cdcdcd). English (or Shakespearean) sonnets are composed of three quatrains and a final couplet, with a rhyme scheme of abab cdcd efef gg. English sonnets are written generally in iambic pentameter.
stanza
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.
synecdoche
A figure of speech in which a part is used to designate the whole or the whole is used to designate a part. For example, the phrase “all hands on deck” means “all men on deck,” not just their hands. The reverse situation, in which the whole is used for a part, occurs in the sentence “The U.S. beat Russia in the final game,” where the U.S. and Russia stand for “the U.S. team” and “the Russian team,” respectively.
verse
A single metrical line of poetry, or poetry in general (as opposed to prose).
Retreived and modified from: http://www.infoplease.com/ipa/A0903237.html
Tuesday, April 19, 2011
2-1 What Makes A Good Poem
- Emotions
- Story
- Meaning
- Message
- Imagery
- Layers
- Flow
- Arrangement
- Literacy Technique
- Connections
- Tone
- Perspective
- Voice
- Literary Devices
- Resonance
- Connotation
- Theme
- Originality
- Ideals
- Punctuation (Sometimes)
- Deepness
- Personal Beliefs and Experiences
- Hook
Monday, April 18, 2011
Thursday, April 14, 2011
Wednesday, April 13, 2011
Lord of the Flies Glog #2
http://uphoreal.glogster.com/false-4565/
The theme of my glog is dark, and there is a reason as to why it is that way. My glog is based around the 2 words violence and darkness. I have 2 images, one of a black heart, and one of a scary looking pig mask. The black heart is to represent the darkness inside all of us, and particularly the characters Jack and Roger within the novel. The pig mask is to represent the Lord of the Flies as well as the face paint that the tribe puts on. There is a difference in nature when the hunters put on the face paint. They feel more safe with the face paint on so they do not get seen by the pigs when they hunt. However, the hunters seem to be possessed by the Lord of the Flies to do ill-intended deeds when they have this sense of security. What I mean by this is that they aren't afraid to do things that they wouldn't normally do because the face paint disguises them, and they can no longer be identified. It kind of brainwashes themselves to act without thinking - all caught up in the mentality to hunt. This is actually similar to why people where make up. It has the intention to allow someone to look better. The make up gives security to people much like how the face paint gives security to the hunters. Lastly, there is a video clip of Piggy's death. The video clip shows how fast this act of violence happened. You can see that the other boys that witnessed it were in shock and were dumbfounded. This is a very symbolic scene because when Roger kills Piggy, Piggy is still holding the conch shell that represents order.
The theme of my glog is dark, and there is a reason as to why it is that way. My glog is based around the 2 words violence and darkness. I have 2 images, one of a black heart, and one of a scary looking pig mask. The black heart is to represent the darkness inside all of us, and particularly the characters Jack and Roger within the novel. The pig mask is to represent the Lord of the Flies as well as the face paint that the tribe puts on. There is a difference in nature when the hunters put on the face paint. They feel more safe with the face paint on so they do not get seen by the pigs when they hunt. However, the hunters seem to be possessed by the Lord of the Flies to do ill-intended deeds when they have this sense of security. What I mean by this is that they aren't afraid to do things that they wouldn't normally do because the face paint disguises them, and they can no longer be identified. It kind of brainwashes themselves to act without thinking - all caught up in the mentality to hunt. This is actually similar to why people where make up. It has the intention to allow someone to look better. The make up gives security to people much like how the face paint gives security to the hunters. Lastly, there is a video clip of Piggy's death. The video clip shows how fast this act of violence happened. You can see that the other boys that witnessed it were in shock and were dumbfounded. This is a very symbolic scene because when Roger kills Piggy, Piggy is still holding the conch shell that represents order.
Lord of the Flies Glogster Project
http://prooo.glogster.com/violence-lord-of-the-flies-connection/
In my glog, I was trying to show how violence affects people, not just in specific situations like Lord of the Flies, but in everyday life. The video about bullying represents that we are usually only bullied when we are alone and when the bully is backed up. In Lord of the Flies, Jack always bullied Piggy when he had a large group around him to give him the satisfaction of hearing laughter from his peers. There is no point in bullying when people aren't there to see how big and tough you are although I believe that bullying is only a way of covering up other weaknesses. The second video I did ,which is Mad World by Gary Jules, represents how hard it is to do the same thing everyday and not get any progress. In Lord of the Flies, if the kids had not been rescued, Ralph would have had be on the run for the rest of his life or else Jack would have killed him. Ralph was trying to talk some sense into Jack but Jack was beyond the point of listening. Ralph knew that he would eventually face an early death. The poem that I posted is related to Piggy's death. Piggy was different from the rest so he was alone by himself most of the time. Piggy was ridiculed and abused and eventually it got so out of hand that someone finally killed him. His death connects perfectly with the last five sentences of the poem. For the rest of the images I wanted to show how it doesn't matter how young you are, you can still be abused. In these times you will feel alone and feel like the rest of the world is against you just like when Ralph had to hide in the brush by himself like an animal.
In my glog, I was trying to show how violence affects people, not just in specific situations like Lord of the Flies, but in everyday life. The video about bullying represents that we are usually only bullied when we are alone and when the bully is backed up. In Lord of the Flies, Jack always bullied Piggy when he had a large group around him to give him the satisfaction of hearing laughter from his peers. There is no point in bullying when people aren't there to see how big and tough you are although I believe that bullying is only a way of covering up other weaknesses. The second video I did ,which is Mad World by Gary Jules, represents how hard it is to do the same thing everyday and not get any progress. In Lord of the Flies, if the kids had not been rescued, Ralph would have had be on the run for the rest of his life or else Jack would have killed him. Ralph was trying to talk some sense into Jack but Jack was beyond the point of listening. Ralph knew that he would eventually face an early death. The poem that I posted is related to Piggy's death. Piggy was different from the rest so he was alone by himself most of the time. Piggy was ridiculed and abused and eventually it got so out of hand that someone finally killed him. His death connects perfectly with the last five sentences of the poem. For the rest of the images I wanted to show how it doesn't matter how young you are, you can still be abused. In these times you will feel alone and feel like the rest of the world is against you just like when Ralph had to hide in the brush by himself like an animal.
Friday, April 8, 2011
Journal #5
This week our groups discussions went down compared to our last few weeks. This is for a few reasons. The first is that with the break we forgot what a good discussion looks like so we didn't exactly do the best discussing. The other main problem that i noticed was that some of our members had not read enough of the book to let us discuss what the rest of us had read and analyzed.
To improve our discussions for next week i think that our whole group just needs to read to the point we all decided on. Doing this will allow us to discuss what we have all read and thought about, and wont make the people who have read try to think back to what they read a long time ago.
To improve our discussions for next week i think that our whole group just needs to read to the point we all decided on. Doing this will allow us to discuss what we have all read and thought about, and wont make the people who have read try to think back to what they read a long time ago.
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