Important Notes and Links for poetry

Poetic Notes -- Week of 


*Syllables are beats of sound within a word

*rhyming words are words that have the same ending sound

*These are not rhyming words -- they are not synonyms -- they are homophones-- words that sound exactly the same, but have a different spelling and meaning. Example:  there, they're, and their

*meter in poetry is a measured pattern of beats and sounds

noun
1. The definition of a rhyme scheme is a specific pattern used in a poem that determines which lines rhyme.
2. An example of a rhyme scheme is an AA BB scheme, which means the first line rhymes with the second line, and the third line rhymes with the fourth line.

1. Iambic pentameter refers to a certain kind of line of poetry, and has to do with the number of syllables in the line and the emphasis placed on those syllables. Many of Shakespeare's works are often used as great examples of iambic pentameter.

EXAMPLES OF DIFFERENT TYPES OF POETRY:

Haiku poems date from 9th century Japan to the present day. Haiku is more than a type of poem; it is a way of looking at the physical world and seeing something deeper, like the very nature of existence. 9th, 2015

1. Haiku is one of the most important form of traditional Japanese poetry. Haiku is, today, a 17-syllable verse form consisting of three metrical units of 5, 7, and 5 syllables. Since early days, there has been confusion between the three related terms Haiku, Hokku and Haikai

Examples of Free Verse Poems

Free verse poems will have no set meter, which is the rhythm of the words, no rhyme scheme, or any particular structure. Some poets would find this liberating, being able to whimsically change your mind, while others feel like they could not do a good job in that manner. Robert Frost commented that writing free verse was like "playing tennis without a net."

1. A ballad /ˈbæləd/ is a form of verse, often a narrative set to music. Ballads derive from the medieval French chanson balladée or ballade, which were originally "dancing songs".

son·net

ˈsänət/

noun

1.  a poem of fourteen lines using any of a number of formal rhyme schemes, in English typically having ten syllables per line.

 ab ab, cdcd, efef, gg - English 

1. A blank verse is a poem with no rhyme but does have iambic pentameter. This means it consists of lines of five feet, each foot being iambic, meaning two syllables long, one stressed followed by an unstressed.

ESL 6 REGENTS PREP -- SPRING 2015

For those students who would like more practice listening on your own, scroll down to where you see a post that reads:

Tuesday, April 9th, 2013.  There you will find links to practice keen listening.

Welcome to ESL 6 Spring 2015

Students -- Reminder

1)  We practice the ELA Regents every Friday.  Make up work can be picked up on the following Monday; however, it will count as late credit.

2)  You will need to pick up your homework pack every Monday.  If you are absent on Monday, you already have minus one point; still, you are required to earn 10 credits per week -- to be handed in on the following Monday as a package for full credit for that week's homework assignments.

3)  This week we are working on finding commonalities between text -- two poems, and then support our findings through evidence.

**Note:  To those students who are working at a high level pace already -- and it's only the second week -- THANK YOU and keep up the great work.  You are on the right track.

Apologies for delay in entries --- blog stopped working again.   Hopefully, we are in the green.

This is a test.

November 15, 2014

ART NEWS!!  Students and parents -- apologies -- website was not available for the past several weeks -- Here's an update on what was missed:

Week of October 6th -- Making the art come alive -- Students take the roles of the characters in the art and create scene work, write dialogues, and perform and present ideas to class

Week of October 13th -- Students learn to critique the art using the 4 step method:
(This is a make-up project for those missing class and points.  Find a picture of art in a newspaper and/or magazine and write about these four areas:
Description:  What do you see?  What are the subjects and how do they affect the overall message?
What is the credit line information (artist, title of art, year made, medium and size)
Analysis:  What lines, colors, and shapes do you see and how to they help to tell the story within the art?
Interpretation:  All art types tell a story.  What is the story within the art you are analyzing?  If you could ask a question(s), what would it be (directing the question to the artist)?
Judgement:  What is your overall impression about the art and why?

Week of October 20th -- Students are presenting findings and the audience members have higher thinking questions to ask presentators about their analysis.

Week of October 27th -- Students are looking at a controversial issue in Queens about an art topic.  Articles revealed that there are two sides to an issue.  One side is from the artist point of view in which artist want a building to remain open on the outside so that they may paint (some artists have been painting on this building since 11 years ago.  The other side of the argument is that the building owner wishes to keep the  building, but not the artists, and wants to convert the building into apartment buildings.  Students took a position and acted either as an artist, and/or building owner and had a debate.

Week of November 3rd -- Initiating the collage ideas by reviewing Romare Beardern's art, many with controversial themes that students in the room had strong opinions about.  Students brainstormed what they saw in the art and shared opinions on what the art is trying to say.

Week of November 10th -- Midterm Week (come and talk with me to make-up points if you were absent)

Week of November 17th -- Getting back to the idea of cause and effect, and what has affect students greatly in their lives -- research today, then process, then application, then presentation.

ART HISTORY ... A GREAT WAY TO ENHANCE ACADEMIC LANGUAGE



Welcome to ART HISTORY Fall 2014 (See Notes 10-6-14 for your class)

ART HISTORY ... A GREAT WAY TO ENHANCE ACADEMIC LANGUAGE

ART HISTORY ...

This is an informative blog in which students and parents may access to get information on current and upcoming curricula and events in Art. 

Already this semester in art, students have worked in enhancing critical thinking skills.  See areas below:

Week One:  Expectations

Week Two:  Exploring the historical art history timeline

Week Three:  Developing teams to research a specific area of art history to become masters of the knowledge of that art during that time.  Students have developed self-made questions and researched pictures and illustrations to tell the story of the significance, effects, and technology recognized during that time; currently, students are in the process of completing this project through presentation form.

Week Four:(9-22-14)   Presentation Week (3 day week)  Students are culminating work to present findings.  This presentation includes a checklist of the following:

1.  Title of Poster 2.  Timeline of Targeted art history  3.  Summary of Main Ideas of Findings 4.  Global History Connected  5.  Technology used during that particular time 6.  Vocabulary that juxtaposes targeted art 7.  Connection Statement of the historical art to today's world  8.  Visually Attractive Poster  9.  Participation (all member of the group must announce information

Students then make a declaration of participation using a "positive" // "needs improvement" T-Chart

and overall general comments.

Students will then help to finalize a project rubric.

Holiday Homework -- September 25th and 26th

In Journal write up to 5 sentences on what you liked best about working in a group, and at least 1 sentence that you think needs to be done differently for a next project. (Date entry as 9-29-14)

(Journals collected on Wednesday, September 30, 2014

Exit Ticket:  In Journal  9-23-14

Write one important fact that you will always remember about the art you studied. (In Journal)

Exit Ticket:  In Journal 9-24-14

Think about an art work that you find interesting in modern times 0 AD to present.  How might we critique this art?

See modern art on this website:  

http://metmuseum.org/collection/the-collection-online

http://www.moma.org/visit/exhibitions

Monday, September 29th in Journal

Exit Ticket:  Today we scanned our reading and read "chunks" of art movements in art history.  

Then, we "drew conclusions" on what we read using one sentence for each chunk assigned.  

Explain the idea of "drawing conclusions."

This week we are working on critically analyzing a chosen art from a particular art period.  

First, we are drawing conclusions on a particular art period and then we are working in groups to choose a particular art from that period, then, putting ourselves in the picture and/or as a narrator and writing a virtual experience about the art (skits).  Lastly, we are using the 4-step method to critically analyze the art.

Welcome to the Lozano's Blog

ESL / 4 + ESL / 5

This is an informative blog in which students and parents may access to get information on current and upcoming curricula and events in ESL/4, ESL/5, and in Art. 

Already this semester in a both ESL / 4 and in ESL/5, students have worked in enhancing areas in English.  See areas below:

Week One:  Introduction to Expectations and Connections to work at a level of College and Career Readiness

Week Two:  Introduction to the structure of a paragraph as having a focused topic and supporting details. + exploring grammatical areas of weakness; and self-assessing targeted areas through graphing and meta cognition.

Week Three:  Exploring additional grammatical issues in the use of relative pronouns, use of passive vs. active voice.  In addition, identifying the use of literary devices as a "writer's tool box," and identifying these elements in actual text. + Scaffolding a personal narrative through sharing ideas with a partner, a short-hand personal time-line, and exploring use of sensory words and phrases as a way of developing imagery in personal essays.

  ESL / 4

Week Four:  (9-22-14)  Students are continuing their studies on how an author utilizes writer's tools to develop and "design" their stories.  Narrative stories read so far include:  "I Belong on the Beach," by Shelley Long; "Some Things Never Change," by Nelda Cruz in which students must comprehend the story via literary devices using graphic organizers.

Students have created a personal timeline, a visual timeline; have chosen a particular area to write about on their timeline (else, have been another choice  based on prompts already written).  This focused area has then been transformed onto another graphic organizer in which students practice using "sensory-and descriptive" language.  Students will then have a "guiding tool" -- another graphic organizer in which they will outline their essay.

Holiday Homework -- Thursday and Friday, September 25th and 26th:

1)  Read checklist and your draft one.  Rewrite necessary parts to earn best possible points.  

Draft one and draft two -- both typed -- must be handed in at the beginning of class on Monday, September 29th.  Prepare to hand in all materials:

*graphic organizers and scaffold sheets

*draft one and draft two typed

*checklist

2)  Independent Reading:  Choose an independent reading book for class.  In the end, you will create a project based on your reading.  

*choose book

*write a reflective paragraph on what you have read so far + include title, author, setting, at least 2 literary devices and how the author develops the characters through these devices

OUTLINE:

End of October -- Summary of book

End of November -- Project of book

End of December -- Presentation of book

Monday, September 29th, 2014

Homework Tonight:  Remember to "highlight" items on your 2nd draft -- use checklist.  All drafts should be turned in at the beginning of class, as well as the checklist.  

Week Five:  Critically analyzing short stories and the reasoning and motivation from an author's point of view to be compared with a similar theme in non-fiction text.

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 ESL / 5

Week Four:  (9-22-14)  Students are developing skills in citing evidence of how an author develops an essay based on a "writer's tool box".  Students are reading a short story named, "My Dark Brown Lace-Ups," by an anonymous writer.  Students are building background knowledge on the structure of a narrative essay utilizing an author's use of literary devices (literary elements and techniques).

Holiday Homework -- Thursday and Friday, September 25th and 26th:

1)  Use the graphic organizer to "map-out" your essay.  Add "sensory adjectives" to sentences.

Use simple, compound, complex, and compound complex sentences.  On Monday, September 29th you need to walk in the door with a "sensory graphic organizer" + Draft One (Note:  To those students who have changed classes--I have read your essays.  For the most part, they are "sounding" essays.  To move up in level they need a deeper understanding of the use of literary devices, so that as writers, this evidence is reflective in your work.  Hence, for your first draft for this class you may use previous drafts, with an understanding of moving forward.

2)  Independent Reading:  Choose an independent reading book for class.  In the end, you will create a project based on your reading.  

*choose book

*write a reflective paragraph on what you have read so far + include title, author, setting, at least 2 literary devices and how the author develops the characters through these devices

OUTLINE:

End of October -- Summary of book

End of November -- Project of book

End of December -- Presentation of book

Monday, September 29th, 2014

If you wrote in the "sensory graphic organizer about a particular focused idea, this is okay and you have homework credit (everyday it is late it is less a point).

Tonight, you need to continue to add details and sensory details to your writing.  

Week Five:  Write a sensory, detailed narrative and applying literary devices to text.