Romeo, Romeo... why do we study thee?

Yesterday, I dared to suggest that Romeo and Juliet carries great relevance for teens today.  Seriously.  I presented the essential questions that will guide us in the study of this unit: What makes a good relationship?  What makes healthy dating relationships?  What makes happy parent/child relationships?  What makes enduring friendships?

We began our preparation for the play with an autobiographical write.  Students responded to three questions, each about a different kind of relationship: dating, parent/child and friendship.  They wrote about their own experiences and observations of these relationships, and in particular, discussed what makes them work, or fall apart.

Then, we had a class discussion around some controversial statements.  Students talked about whether teens are capable of falling in love, whether there are some things teens should keep secret from their parents, and whether they would back a friend in a physical altercation.  Some really great discussion ensued....

I had students complete an exit slip before leaving class, asking them to tell me what they already know about Shakespeare/Romeo and Juliet, and asking them what they wonder about Shakespeare or the play.  Students responses will form the basis of next class's lesson.

The End is Near...

Students were asked to analyze the song lyrics/poems they brought in a few weeks ago, as practice for the unit test which Miss Innes will be giving next week.

Then, Miss Innes spent some time talking about free verse poetry, and students were given an example of a free verse poem.

Finally, Miss Innes handed out the expectations for the final poetry project: the poetfolio.  Students were asked to bring supplies to class on Friday, so they can work on this poetfolio, which is due next Tuesday.

Odes

Miss Innes has spent the past two classes exposing students to the ode.  She shared odes written by Pablo Neruda, and students were asked to read and respond to these poems.

Today, students worked on writing their own odes, based on a set of criteria provided by Miss Innes.  Also, she shared an ode she wrote, as a model for students to use as a guide.

Poetic Devices Review

Last class, Miss Innes presented a powerpoint slide show which detailed the definition and gave an example for many poetic devices.  Her intent with this slide show was to clarify these terms for students who were still feeling unsure about these devices. 

Then, students worked in small groups, to pick out and explain devices in the poem "Ex-Basketball Player" by John Updike.  Groups presented their findings to the class, and next class, Miss Innes will check each student's understanding of these devices to ensure comprehension.

Poems of Japan

For two classes, students worked through the haiku form.  They read examples of traditional haiku and also contemporary examples of zombie haiku.  That's right... zombie haiku.  We discussed the common features of haiku: three lines long, 5,7, 5 syllables, rich in imagery and uses powerful nouns, verbs and adjectives. 

Students then generated a haiku series of their own, to demonstrate their appreciation of these features.  Miss Innes has collected these and will mark them out of 10. 

Poems of China

Miss Innes has spent the past two classes exposing the students to poetry of China.  On Wednesday, students read poems from the Tao Te Ching, and they worked through a set of questions about structure, devices and themes.

Yesterday, students read poems by Fred Wah, and discussed the notion of "riding the hyphen."  Much of the focus of the class was on student identity, and, in particular, what it means to be Canadian.  Students wrote poems about their Canadian identity, and were asked to select a poem they like to bring to class on Friday.

Poetry of Canada

Today, Miss Innes had groups of students work through poems written by Sharon Proulx-Turner.  Groups read poems, then participated in a "placemat" activity, where they answered four questions, about structure, rhyme and rhythm, sound devices and theme.

After completing placemats, groups presented their findings to the class.