--> To identify certain formal elements of poetry.
--> To create an imaginary correspondence between a traveller and themselves, in the form of a series of illustrated postcards, containing poems set into a narrative frame.  (In imitation of the Griffin and Sabine series.)
 
 

Formal Poetry Study	Creative Application
To recognize patterns of form, students read several poems known as "I am" poems.  After a brief  analysis of syntax, students began their own three versions of the poem using a set of instructions. (see source)	Students then chose their best "I am" poem and recopied it onto a card from "here", from their imaginary grade 8 Tower University.  The cards were coloured and pasted into a book in progress.
To recognize and develop on an imaginary description of a setting, we orally examined several of Italo Calvino's "Invisible Cities".   After having developed our second "question to consider"  regarding the ways a place could be described, the students wrote an imaginary description of their home town in their journals.	With this model in mind, we used the internet to research various parts of our traveller's home country, and we wrote an imaginary "invisible city" description with accompanying card.  This card was addressed to the student themselves, illustrated, and pasted into our book in progress.  For student links and Rombough's sample, click here.
Poetry Logbook Part  1 on Similes To define, recognize and interpret the use of similes in poetry.  The students used this exercise to analyze the poem "A Dream Deferred", and also to produce a practice simile poem of their own.	With this model in mind, they were asked to write a simile poem with reference to something real around them (here).  This poem was then inserted into our correspondence project as a card from "here", about a part of the student's life at Tower U.
Poetry Logbook Part  2 on Metaphors To define, recognize and interpret the use of metaphors in Sylvia Plath's poem "Metaphors".	We did not include a metaphor poem in our project, because of time constraints.
Poetry Logbook Part 3 on Symbols To recognize the use of symbols in everyday life and art, and to find meaning through symbols in Blake's poem "The Sick Rose"	At this stage the students will decide upon a symbol to represent their traveller, along with thre others.  They will use the four symbols in a poem about their traveller.  (click to see a sample by Rombough) At this point we will also be typing all that we have done into Netscape's editor for our web pages. (click to see computer room instructions)
Poetry Logbook Part 4 on Rhythm To recognize the presence and use-value of rhythmic patterns in a long narrative poem (Casey at the Bat)	At this point a brief lesson on narrative form will precede the students having to elaborate their own "story" behind the continued correspondence of their two characters.  They will write a letter, and then create a longer poem with a consistent rhythmic structure.
Poetry Logbook Part 5 on Rhyme Schemes To identify and imitate a specific rhyme scheme.	At this point students will continue to elaborate a narrative using a shorter poem that maintains a consistent rhyme scheme to respond to the above poem.
	Poetry / Novel Contents   Now due on Thursday, Febrary 22nd. Final Typing Day Expectations