//sqhs.monroe.k12.tn.us/apps/classes/989390/assignments/ Class Name: English III 2nd Period-2 Instructor(s): Merriam Fields en-us SchoolSitePro //sqhs.monroe.k12.tn.us/homeworkItem7588221 //sqhs.monroe.k12.tn.us/apps/classes/989390/assignments/ This is all to plan your senior year, so it benefits you to fill this out accurately and completely. We are getting ideas on how to make it the best year! Click the link below to fill out the form. You MUST be logged into your school managed Google account to answer.
]]> Mon, 03 May 2021 12:49:41 PDT //sqhs.monroe.k12.tn.us/homeworkItem7555087 //sqhs.monroe.k12.tn.us/apps/classes/989390/assignments/ C
E C
R
E
A
MNext, you want to say something about ice cream in each line. A good way to do this is to “brainstorm” lots of ideas. I wrote down a list of all the ice cream flavors I could think of, including chocolate chip, strawberry, rocky road, and others. Then I put them in a list wherever they would fit, like this:Ice CreamI
Cookies & Cream.
English Toffee.Chocolate Chip.
Rocky Road.
E
Almond Fudge.
MYou’ll notice that I didn’t fill in all of the lines. That’s because I couldn’t think of a flavor that started with “I” and I could only think of one flavor that started with “E.” Also, I thought I would do something different with the last line, to make it an ending for the poem, rather than just another flavor.Finally, I filled in the missing lines, like this:Ice CreamI love every flavor.
Cookies & Cream.
English Toffee.Chocolate Chip.
Rocky Road.
Even Strawberry and
Almond Fudge.
Mmmmmmmm.Now, just as you can write acrostics about things you like, you can also write them about things you don’t like, such as chores, homework, and so on. Here is an example acrostic about homework.A Homework AcrosticIn addition to writing about things you like, such as ice cream, you can write acrostics about things you don’t like. For example, if you don’t like homework, you might try writing a poem about it. Begin by writing the word “HOMEWORK” down the page:H
O
M
E
W
O
R
KNext, brainstorm as many words and phrases as you can think of.  Here are some I came up with:Reading for hours. Writing. Not my favorite. Every Day. I’d rather be watching TV. Makes me crazy. Overwhelming. Hard to do.Notice that some of these words and phrases begin with the letters in the word “homework.” I put these ones in where I saw they would go:HomeworkHard to do
Overwhelming,
M
Every day
Writing
O
Reading for hours.
KFinally, I found a way to fill in the rest of the words, and even give it an ending. Here is the finished acrostic:HomeworkHard to do and sometimes
Overwhelming,
My teacher gives us homework
Every single day!
Writing for hours
Or
Reading for hours.
Kids need a break!A Minecraft AcrosticHere’s one more acrostic poem I created recently with the help of kids from all around the country during an online author visit:MinecraftMinecraft.
I love it.
No doubt about it.
Exploring, building, fighting
Creepers, zombies, and skeletons.
Roaming around for hours.
A
Fun
Time for everyone!Things to RememberHere are a few things to remember as you begin writing your own acrostics:Acrostics can be about anything!Names are a common topic. Try writing one using your best friend’s name and giving it to him or her as a gift.You can use single words, phrases, or even full sentences in your acrostic poem.Finally, remember, acrostic poems are one of the easiest and most fun ways to create poems of your own. Give it a try and see what you can come up with.
]]> Fri, 30 Apr 2021 07:05:42 PDT //sqhs.monroe.k12.tn.us/homeworkItem7555086 //sqhs.monroe.k12.tn.us/apps/classes/989390/assignments/ A diamante – pronounced dee-uh-MAHN-tay – is an unrhymed seven-line poem. The beginning and ending lines are the shortest, while the lines in the middle are longer, giving diamante poems a diamond shape. “Diamante” is the Italian word for diamond, so this poetic form is named for this diamond shape.


Believe it or not, the diamante was invented just 40 years ago. It was created by an American poet named Iris McClellan Tiedt in 1969, and has become very popular in schools.


Also known as a “diamond poem” because of its shape, there are two different types of diamantes; synonym diamantes and antonym diamantes.


The Rules of a Diamante
There are just a few rules to writing a diamante:


Diamantes are seven lines long.
The first and last lines have just one word.
The second and sixth lines have two words.
The third and fifth lines have three words.
And the fourth line has four words.
Lines 1, 4, and 7 have nouns.
Lines 2 and 6 have adjectives.
Lines 3 and 5 have verbs.
Here’s an easy way to visualize all three rules:


Noun
Adjective, Adjective
Verb, Verb, Verb
Noun, Noun, Noun, Noun
Verb, Verb, Verb
Adjective, Adjective
Noun


In a synonym diamante, the nouns at the beginning and end are two words that mean basically the same thing. In an antonym diamante, the two nouns are opposites. Here are a couple of examples:


Synonym Diamante
In this diamante, the words “Monsters” and “Creatures” mean the same thing, so they are synonyms.


Monsters
Evil, Spooky
Howling, Shrieking, Wailing
Ghosts, Vampires, Goblins, Witches
Flying, Scaring, Terrifying
Creepy, Crawly
Creatures


Antonym Diamante
In this diamante, you might say that the words “Cat” and “Dog” are opposites, or “antonyms,” so this is an antonym diamante.


Cat
Gentle, Sleepy
Purring, Meowing, Scratching
Whiskers, Fur, Collar, Leash
Barking, Licking, Digging
Slobbery, Playful
Dog


Getting Started
To start writing a diamante, you first need to decide what thing you want to write about. The reason you want to pick a thing is that your first and last lines need to be nouns. In other words, your diamante will be about a noun, such as a “pencil” or a “pizza,” rather than about a verb, such as “jump” or an adjective like “smelly.” An easy thing to write about is something you like or something you see around you.


Next, you’ll want to decide whether you want to write a synonym diamante or an antonym diamante. If you want to write a synonym diamante, you’ll want to select another word that means the same thing as your subject. If you are going to write an antonym diamante, choose a word that is its opposite.


For this example, I will show you how to write an antonym diamante about the “sun,” and my second noun is “moon,” since the sun and the moon can be considered opposites.


Once you’ve chosen your two nouns, take a piece of paper and brainstorm as many words as you can that have to do with each of them. For example, make one column for each word and write down everything you can think of. You’ll want adjectives (descriptive words), verbs (action words), and even more nouns. Your lists should look something like this:


Sun


Moon


Hot Cold
Yellow Silver
Fiery Night
Day Still
Light Orbiting
Blinding Shining
Exploding Beautiful
Distant Crescent
Nuclear
Don’t worry if you have more words than you need. It’s better to have too many words to choose from than not enough.


Finally, you’ll want to arrange your diamante, putting the synonyms or antonyms at the top and bottom, the adjectives next, on lines 2 and 6, the verbs after that on lines 3 and 5, and lastly your additional nouns on the middle line.


In the top half of the poem – lines 2 and 3 – your adjectives and verbs should be ones from your first brainstorming column – words that have to do with line 1, like this:


Sun
Fiery, Yellow
Burning, Blinding, Exploding


In the bottom half of the poem – lines 5 and 6 – your adjectives and verbs should be related to the noun on line 7, like this:


Shining, Orbiting, Reflecting
Cold, Silver
Moon


On line 4, the line in the middle of the poem, the first two nouns should be related to the noun on line 1, and the last two nouns should be related to the noun on line 7, like this:


Flame, Light, Night, Crescent


When you put everything together, you’ll end up with something like this:


Sun
Fiery, Yellow
Burning, Blinding, Exploding
Flame, Light, Night, Crescent
Shining, Orbiting, Reflecting
Cold, Silver
Moon


Things to Remember
As you begin writing your own diamantes, here are the important things to remember:


Diamantes can be about anything
They are 7 lines long
The word count is simple: 1, 2, 3, 4, 3, 2, 1
Your lines should have: noun, adjectives, verbs, nouns, verbs, adjectives, noun
Try to “center” your poem on the page to give it a diamond shape
Most importantly, have fun!
]]> Fri, 30 Apr 2021 07:05:37 PDT //sqhs.monroe.k12.tn.us/homeworkItem7555085 //sqhs.monroe.k12.tn.us/apps/classes/989390/assignments/ Choose an object to be the subject for your poem.  Good suggestions for beginners could be favorite animals or favorite foods.
Draw a simple outline of its shape on paper or on the computer.  If you’re using paper, draw with a pencil not a pen.
Write your poem normally.  Try to describe how the subject makes you feel.  The words will be fitted into your drawing, so don’t make it too long – between 6-12 lines is probably a good length!
IT DOESN’T HAVE TO RHYME!
Lightly in pencil, or on the computer, write your poem into the shape.  It’s ok if it doesn’t fit properly yet, because this is where you find out if you need to make the writing larger or smaller.
Decide if you need to make your writing bigger or smaller in certain parts of the drawing,  then erase your first draft and write out the poem again.  You can keep doing this until you are happy.
Finally, erase the outline of your shape, so that it is just the words from your poem left creating the image!  If you were writing in pencil, you can now go over the words in pen!
(In my example I added the ‘brrr…’s afterwards to make the picture look better, but without interrupting the story of the poem.  If you want to try details like this, think of comic-book-style effect words like ‘flash’, ‘purr’, ‘phew’ or ‘zzzz…’ to add another element to the story-picture!)
Drawing PoemsAnother way to make concrete poetry is to use the lines of words to make the lines of a drawing.  The NASA website has a great example about the first ever airplanes if you click here.This time, the subject doesn’t have to be an object, but it does have to be something you can draw an illustration of using ‘stick’ figures.This is my example of ‘growing’:
Choose your subject
Draw a simple line – or ‘stick’ – drawing to illustrate your subject on paper or on the computer.  If you’re using paper, draw with a pencil not a pen.
Write your poem normally.  Simple is best, so stick to between 2-6 lines.
IT DOESN’T HAVE TO RHYME!
Lightly in pencil, or on the computer, write the lines of your poem along the lines of your drawing – remember that we normally read from left to right, and from top to bottom!
If you don’t have enough words, or have some left over, don’t worry!  Decide where you need to make your writing bigger or smaller to make it all fit, then erase your first draft and write out the poem again over your line drawing.  You can keep doing this until you are happy.
Finally, erase the line drawing, so that it is just the words from your poem left creating the image! (If you were writing in pencil, go over the writing in pen first.)
(In my example I wanted to add branches to the tree, so used repeated words from my poem to highlight the theme, and make the picture better.  If you want to add details like this, think about what the most important word is in your poem and use the one that best sums up its message!)
]]> Fri, 30 Apr 2021 07:05:33 PDT //sqhs.monroe.k12.tn.us/homeworkItem7506741 //sqhs.monroe.k12.tn.us/apps/classes/989390/assignments/
An iamb is a rhythmic unit that includes an unstressed syllable followed by a stressed one. It has the rhythm bah-BAH, as in the words "about," or "predict," or "parade." Iambic pentameter is a line of poetry consisting of five iambs. Here are two sentences in iambic pentameter:


The book explained another way to write.

I think I'll take a walk around the block.

Hear it? bah-BAH bah-BAH bah-BAH bah-BAH bah-BAH.

There are different kinds of sonnets, but I'm going to talk about the Shakespearian sonnet, also called the English sonnet. The Shakespearian sonnet has fourteen lines in iambic pentameter that are divided into three groups of four lines and one group of two lines. The rhyme scheme looks like this: abab cdcd efef gg. I'll explain.

When a rhyme scheme is written in this way, each of the letters stands for one line. An "a" line rhymes with another "a" line, a "d" line rhymes with another "d" line, etc. So in a Shakespearian sonnet, the first line (a) rhymes with the third line (also called "a"). The second line (b) rhymes with the fourth line (also called "b"). The final two lines of the poem (gg) rhyme with each other.

Here's an example of a sonnet by Shakespeare written in this form. I'll mark each end rhyme with a letter:

Not from the stars do I my judgement pluck, (a)
And yet methinks I have astronomy, (b)
But not to tell of good, or evil luck, (a)
Of plagues, of dearths, or seasons' quality,(b)
Nor can I fortune to brief minutes tell; (c)
Pointing to each his thunder, rain and wind, (d)
Or say with princes if it shall go well (c)
By oft predict that I in heaven find. (d)
But from thine eyes my knowledge I derive, (e)
And constant stars in them I read such art (f)
As truth and beauty shall together thrive (e)
If from thy self, to store thou wouldst convert: (f)
Or else of thee this I prognosticate, (g)
Thy end is truth's and beauty's doom and date. (g)

You may notice that some of the rhymes are not exact. For example, "art" and "convert" have the same final sound, but the vowel sounds ("a" in art and "e" in convert) are different. This is an example of what is called off-rhyme, or slant-rhyme. You can read more about different kinds of rhymes here.




How to write a sonnet - poetry promptsNow that you know how to write a sonnet, ready to try one of your own? Below are some six sentences in iambic pentameter. If you want, use them as starting points for your own poetry. For example, you could use one as the first line of a sonnet. You might even find a way to combine several of them in the same poem.
The night was icy but I didn't mind.
Your fingerprints were all around the room.
My father never tells me what he thinks.
There's something hiding underneath my bed.
You changed your name but couldn't change your face.
I couldn't think of anything to say.
]]> Sun, 25 Apr 2021 01:41:30 PDT //sqhs.monroe.k12.tn.us/homeworkItem7483058 //sqhs.monroe.k12.tn.us/apps/classes/989390/assignments/ What is a Limerick?
Limericks are one of the most fun and well-known poetic forms. No one knows for sure where the name “limerick” comes from, but most people assume it is related to the county of Limerick, in Ireland.

The Rules of Limericks
Limericks, like all poetic forms, have a set of rules that you need to follow. The rules for a limerick are fairly simple:

They are five lines long.
Lines 1, 2, and 5 rhyme with one another.
Lines 3 and 4 rhyme with each other.
They have a distinctive rhythm (which I’ll explain shortly)
They are usually funny.
Rhyming a Limerick
The rhyme scheme of a limerick is known as “AABBA.” This is because the last words in lines 1, 2, and 5 rhyme. Those are the “A’s” in the rhyme scheme. The “B’s” are the last words of lines 3 and 4. Let me give you an example:

There was a young fellow named Hall
Who fell in the spring in the fall.
‘Twould have been a sad thing
Had he died in the spring,
But he didn’t—he died in the fall.

— Anonymous

Notice that the words, “Hall,” “fall,” and “fall” all rhyme. Those are the “A” words in the “AABBA” rhyme scheme. Also notice that “thing” and “spring” rhyme. Those are the “B” words in the rhyme scheme.

Limerick Rhythm
Now let’s take a look at the rhythm of the limerick. It goes by the complicated name “anapaestic,” but you don’t need to worry about that. What I want you to notice when you read or recite a limerick is that the first two lines and the last line have three “beats” in them, while the third and fourth lines have two “beats.” In other words, the rhythm of a limerick looks like this:

da DUM da da DUM da da DUM
da DUM da da DUM da da DUM
da DUM da da DUM
da DUM da da DUM
da DUM da da DUM da da DUM

The rhythm doesn’t have to exactly match this, but it needs to be close enough that it sounds the same when you read it. For example, using the limerick above about the fellow from Hall, if we emphasize the beats, it reads like this:

there WAS a young FELLow named HALL
who FELL in the SPRING in the FALL.
‘twould have BEEN a sad THING
had he DIED in the SPRING,
but he DIDn’t—he DIED in the FALL.

Let’s take a look at another famous limerick:

There was an old man of Nantucket
Who kept all his cash in a bucket;
But his daughter, named Nan,
Ran away with a man,
And as for the bucket, Nantucket.

— Anonymous

If you emphasize the beats when you read it, it comes out like this:

there WAS an old MAN of NanTUCKet
who KEPT all his CASH in a BUCKet;
but his DAUGHTer, named NAN,
ran aWAY with a MAN,
and AS for the BUCKet, NanTUCKet.

Some Limerick Tricks
There are two more things that you will notice when you read limericks:

The first line usually ends with a person’s first name or the name of a place.
The last line is usually funny.
Because the first line is usually the name of a person or place, writing the first line is the easiest part. You simply pick the name of a place or person – like “New York” or “Dave” – and write a line like this:

There once was a man from New York

Or

There was an old woman named Dave

Then go to your rhyming dictionary and start looking for rhymes like “cork,” “fork,” “pork,” “stork,” or “cave,” “gave,” “wave,” and so on to find more words to complete your limerick.

Once you’ve found some rhyming words, you’ll want to start thinking about a funny ending for your poem. I find it’s easiest to write lines 1, 2, and 5 first, and then to fill in lines 3 and 4 afterward. For example, I decided to write a limerick about someone from Seattle, so I started it like this:

A talkative man from Seattle
would spend his days speaking to cattle.

I then noticed that the word “prattle” rhymed with “cattle” and “Seattle” so I wrote the last line, like this:

She said, “Why it’s nothing but prattle!”

Finally, I went back and wrote lines 3 and 4 to complete the limerick:

A talkative man from Seattle
would spend his days speaking to cattle.
When asked what he said,
one old cow shook her head,
and replied, “Why it’s nothing but prattle!”

You’ll notice that I changed the last line after I wrote lines 3 and 4. I did this so the poem would make more sense. It’s okay to change your words at any time if it improves the poem.

Your Turn
Now it’s your turn to see if you can write a limerick of your own. Remember to follow these steps:

Choose the name of a person or place and write the first line.
Look in a rhyming dictionary for words that rhyme with your person or place name.
Write line 2 and 5 to rhyme with the first line.
Now write lines 3 and 4 with a different rhyme.
When you are done writing, read your limerick out loud to see if it has the right rhythm; three “beats” on lines 1, 2, and 5, and two “beats” on lines 3 and 4, as shown above. If not, see if you can rewrite some words to get the rhythm right.
]]> Thu, 22 Apr 2021 01:50:15 PDT //sqhs.monroe.k12.tn.us/homeworkItem7483059 //sqhs.monroe.k12.tn.us/apps/classes/989390/assignments/ Try reading some of the cinquain more than once to show how different words can be emphasized and to talk about line breaks. See "Joyful Noises: Creating Poems for Voices and Ears" for more information on reading poetry aloud.

How many lines do these poems have?

What do you notice about the words on the first line? (second, third, etc.)

Which words seem most important to each poem, and why?

How do the lines relate to each other?

How does the structure (the organization of the lines) relate to the meaning? If you rearrange the words, how does the meaning change?
back to top



WRITING CINQUAIN
To make the form more manageable for students as they write their own cinquain, modify and revise their list of characteristics to follow this organization:

Line 1: a one-word title, a noun that tells what the poem is about

Line 2: two adjectives describing the title

Line 3: three -ing action verbs

Line 4: a related phrase

Line 5: a synonym for the title
Here's an example:

Sheepdog

Gentle, shaggy

ambling, rambling, shambling

a rollicking hayrick of unruly hair

Sadie





EXTENSIONS

Illustrate the cinquain
]]> Thu, 22 Apr 2021 01:50:19 PDT //sqhs.monroe.k12.tn.us/homeworkItem7483057 //sqhs.monroe.k12.tn.us/apps/classes/989390/assignments/ After reading haiku and learning about this short form of Japanese poetry, students will write and illustrate their own haiku poems.

Task
Writing haiku poems can help make you a great author. Haiku poems are short, so they really make you to think about choosing “just right” words. Show off your burgeoning vocabulary by writing and illustrating your own haiku poem.

Engage

Many kids think poetry is boring, so kick off this writing lesson with fun examples of haiku, such as the ones written for boys in Bob Raczka’s Guyku. You might also share examples of entire stories written in haiku, such as Andrew Clements’s Dogku or Lee Wardlaw’s Won Ton: A Cat Tale Told in Haiku.

A haiku is a 17-syllable verse form consisting of three metrical units of 5, 7, and 5 syllables. Share an example of a traditional haiku, such as this one from Matsuo Basho, a famous Japanese poet.

An old pond!
A frog jumps in-
The sound of water.

Traditional haiku also contain a kigo, or season word, to indicate in which season the Haiku is set. For example, cherry blossoms would indicate spring and snow would indicate winter.

Wikipedia has a page with a list of Japanese kigo words (https://en.wikipedia.org/wiki/List_of_kigo). While you may not choose to share this list with your students, you may want to explore it on your own and work as a class to create a similar list for each season.

Create
Have individual students choose a season for their poem and begin by brainstorming at least 6 words connected to this season. If you created a list of kigo together, students can refer to your class list. You might also consider grouping students together according to season to come up with their own list of kigo words for their particular season.

Have students refer to the anchor chart you created with key elements of the haiku form or create a worksheet that reminds them of the 5-7-5 syllable pattern

“The difference between the almost right word and the right word is really a large matter—it's the difference between the lightning bug and the lightning.“
--Mark Twain quoted by George Bainton, The Art of Authorship, 1890.

Once students have finished editing their haiku, they can use an authoring tool, such as Wixie, to type their haiku and create support illustrations using the paint tools, photographs, and clip art. Students should also record themselves reading their haiku for intonation and effect.

Share
Print each student’s haiku page in color to display in your classroom.

Combine individual student pages into one class project.
]]> Thu, 22 Apr 2021 01:50:10 PDT //sqhs.monroe.k12.tn.us/homeworkItem7453005 //sqhs.monroe.k12.tn.us/apps/classes/989390/assignments/ ]]> Sun, 18 Apr 2021 07:08:55 PDT //sqhs.monroe.k12.tn.us/homeworkItem7431921 //sqhs.monroe.k12.tn.us/apps/classes/989390/assignments/ We will construct an essay over your overall knowledge of Ethan Frome. We will use research materials, past notes, past outlines and charts, and the novel.
]]> Thu, 15 Apr 2021 08:44:45 PDT