Iambic pentameter

Shakespearean Sonnet Basics: Iambic Pentameter and the English Sonnet Style

Shakespeare's sonnets are written predominantly in a meter called iambic pentameter, a rhyme scheme in which each sonnet line consists of ten syllables. The syllables are divided into five pairs called iambs or iambic feet. An iamb is a metrical unit made up of one unstressed syllable followed by one stressed syllable. An example of an iamb would be good BYE. A line of iambic pentameter flows like this: 

baBOOM / baBOOM / baBOOM / baBOOM / baBOOM. 

Here are some examples from the sonnets:

When I / do COUNT / the CLOCK / that TELLS / the TIME (Sonnet 12)

When IN / dis GRACE / with FOR / tune AND / men’s EYES
I ALL / a LONE / be WEEP / my OUT/ cast STATE (Sonnet 29)

Shall I / com PARE/ thee TO / a SUM / mer's DAY? 
Thou ART / more LOVE / ly AND / more TEM / per ATE (Sonnet 18)

Shakespeare's plays are also written primarily in iambic pentameter, but the lines are unrhymed and not grouped into stanzas. Unrhymed iambic pentameter is called blank verse. It should be noted that there are also many prose passages in Shakespeare’s plays and some lines of trochaic tetrameter, such as the Witches' speeches in Macbeth. 

Links for Autonomous Learning in Revisiting Grammar Structures for Writing Issues

1.  "How to write a sentence"  Go to:  www.wikihow.com

2.  For capitalization issues go to:  www.talkenglish.com

3.  For punctuation issues go to:  www.grammar.ccc.commnet.edu/GRAMMAR/marks/marks.htm

4.  For run-on sentence issues go to:  www.myenglishteacher.net

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