Reading Vietnam

ALL sections, please read and annotate the poems in the packet provided in class (pdf also below) by Monday 6/5. Please remember, no late work will be accepted, and reassessment is not an option. More important, though, I will be sharing your work with Professor McCloud.

Please be prepared to spend about 60 minutes total broken up over several days on this work before Monday 6/5.

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PDF of poetry packet: Vietnam Poetry by Professor Bill McCloud


REQUIRED:

Reactions and Responses – Please be sure to respond and react to the poems as you read them. You can just make quick annotations, notes, and bullet points; you don’t have to write in complete sentences or anything like that! You can ask yourself questions like…

  • What does the poem make you think or feel?
  • How does the poem relate to what we’ve learned about in American Studies?
  • How do the poems relate to one another?
  • What do you like or find interesting about the poem? What do you dislike about it?
  • What surprised you, confused you, made you stop and think, made you see from a different perspective?

Questions – As you read the poems, be sure to jot down any questions that come to mind so that we can ask them on Monday!

  • What questions do you have for the poet, Professor Bill McCloud?

*****

OPTIONAL:

Notice and Note Signposts – If you happen to notice a signpost, feel free to note it!

  • Contrasts & Contradictions: Why is the character doing that?
  • Aha Moment: How might this change things?
  • Tough Questions: What does this question make ME wonder about?
  • Words of the Wiser: What’s the life lesson and how might it affect the character?
  • Again & Again: Why does this keep happening or coming up?
  • Memory Moment: Why might this memory be important?

Word Gaps – You might need to look up some words or abbreviations.

  • Look up words or abbreviations you don’t know.

World War I and Poetry (due by 3:15 on Th 3/16)

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We will be working on this project in class on Friday 3/10 and Monday 3/13. These two days are the only in-class time dedicated to this project.

Click here for the GoogleDoc of this project sheet.

TURN IN YOUR ANNOTATED POETRY PACKETS TO DR. WALCZAK BY 3:15 ON THURSDAY 3/16.

TURN IN YOUR OWN ORIGINAL POEM ON GOOGLE CLASSROOM BY 3:15 ON THURSDAY 3/16.


Learning Targets — I can…

Parts I & II:

  • Identify and explain figurative language, tone, persona, and other literary or poetic devices in the poem.
  • Closely read and analyze (identify and explain) the purpose and meaning of a poem in its historical context; in other words, apply what we’re learning in History to the poem.
  • Use and cite specific words and lines from the poem to support my ideas.

Part III:

  • Accurately and creatively portray the history of World War I in my poem; readers can experience World War I in my poem.
  • Create imagery by using vivid and strong words; my word choices are varied, powerful, and precise.
  • Enhance the meaning and impact of my poem with powerful visual elements, such as backgrounds, images, font choices, colors, etc.

Under “American Literature in WWI” and “Other Literature of WWI” on the WWI & Poetry page,  read the poems and check out the related videos and links. These poems are in the packet handed out in class (on yellow paper and color copy).

I> First, by yourself, directly on your poetry packet, annotate the poems, looking for…

  • Figurative Language (Use your notes and the Poetry Terms slides on the WWI & Poetry page!) — What imagery, allusions, metaphors, personification, and other literary terms and devices do you see?
  • Tone and Persona (Not sure what “tone” and “persona” are? Look at your notes!) — What tone about war does the poem convey; is the persona patriotic, anti-war, hopeful, defeated, cynical, confused…?
  • Signposts (On the Reading page!) — What comes up again and again in a poem; what are the words of the wiser of the poem; what memory moments, aha moments, or contrasts and contradictions do you see; any word gaps for you?
  • Meaning — What do you make of the poem; what does it say to you; what do you take away from it?

II> Second, after you’ve had a chance to read and think about the poems on your own, join up with one or two partners (no more than groups of three!). Share your thoughts on the poems with one another and add to your annotations. Note: If you are not in class to work with a partner, then discuss the poems and add to your annotations with a classmate or friend outside of class.

III> Third, compose your own original World War I poem. Use everything you’ve learned about life in the trenches and on the homefront to see through their eyes and place yourself in the era of World War I. Put to use all of the resources on Mr. Taft’s website and all of your notes!

Write a poem from whatever World War I perspective you choose, but capture the era in your best poetic voice, figurative language, descriptive language, and imagery. Consider the poems you’ve read as models.

Write about 20 to 30 lines of poetry, either all as one longer poem or a series of shorter poems. Of course, you’re welcome to write in free verse, create a rhyme scheme, compose a specific type of poem… whatever best captures the perspective you want to explore.

Give your poem a meaningful title.

As we have done with other poetry we’ve written this year, create an 8.5×11” (regular paper size) poster for your poem.

Refer to the learning targets above. Utilize your poetry notes throughout this project.

Final drafts of your own original WWI poem (electronic copy on GoogleClassroom; hard copy printed and hung on locker) are due for all classes by the end of Community Time on Thursday 3/16.

The unpublished WWI Poetry of Frank Becker.

We are quite lucky to have in our classroom the World War I trunk of Frank Becker from Fort Atkinson, WI. The family of Michelle Jacobs, an Upper Schooler, loans us Mr. Becker’s trunk when we study World War I. Michelle’s mom was neighbors with Mr. Becker when she was growing up. When Mr. Becker passed away, he left his trunk to Mrs. Jacobs.

Included among the amazing artifacts and primary sources in the trunk is Mr. Becker’s own poetry. As we study WWI poetry, thanks to the Jacobs family, we have the opportunity to read Mr. Becker’s poems, too.

Research “Red Arrow.” What does this term signify in WWI? What legacy remains? What is the important local connection?

Rewriting “Fog” (due by 3:15 on Th 3/16)

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Click here for the project sheet.

Learning Targets:

  • Create an extended metaphor with a clear purpose or theme in my poem; readers can understand and appreciate my poem.
  • Create an impact with my poem; readers can experience the desired reaction or emotional response to the poem.
  • Create imagery by using vivid and strong words; my word choices are varied, powerful, and precise.
  • Enhance the meaning and impact of my poem with powerful visual elements, such as backgrounds, images, font choices, colors, etc.

First drafts are handwritten! Handwritten drafts have to make it through me and my poetry critiquing stamps before you can type them up and create posters!

Final drafts (electronic copy on GoogleClassroom; hard copy printed and hung on locker) are due for all classes by the end of Community Time on Thursday 3/16.