7th ELA with Mrs. Hays Week 11 Welcome to June!

We are going to finish out the year with our Unit 4: Poetry. We will review some figurative language, analyze poems, read poems and make connections to writing. We will even write our own poems and share about life this year and the things we enjoy!

As always, please do not hesitate to connect with me via e-mail, TEAMS or through our class Remind! Happy reading! Stay healthy! --Mrs. Hays

Week 11 Breakdown Complete the following activities: Monday 6/1 Complete the English survey—posted today (I forgot last week)! Watch the 5-minute Shmoop video about “What is Poetry?” Then start the Poetic Devices Refresher—Assignment #1(try and get through questions 1-5— GRADED). Tuesday 6/2 Complete Assignment #1 (finish questions 1-10 GRADED) and turn it in! If you’re on TEAMS, please turn work in on TEAMS. Wednesday 6/3 TEAMS meeting scheduled for 12:45-1:15 pm. Come say hi, ask questions and get help with our digital resources.

Start assignment #2: by watching the video about the poem “Fast Break” then read the poem and complete questions 1-2.

Thursday 6/4 Finish the “Fast Break” poem questions #1-6 (graded).

Friday 6/5 Finish assignment #2 by writing your own poem about an activity you enjoy doing (#7). Turn it in! If you’re on TEAMS, please turn work in on TEAMS. *The breakdown is my recommendation for how to complete the work in the 20 minutes allotted for English each day. If you don’t finish a task in the daily 20 minutes, please write a note explaining that on your assignment and move on to the next one.

Access our 7th grade TEAM: Hays Super 7s Remind App: Text @hayssevies to 81010 Email Mrs. Hays: [email protected] 7th ELA with Mrs. Hays Week 11-assignments Week 12 Unit 4: Poetry & Monologues 7th ELA We only have 3 weeks left! We are going to end the year with our Poetry and Monologues unit! In this unit, you will read and analyze a variety of poems by different poets. You will recall poetic devices, annotate poems and monologues, as well as make creative choices about how to write and share a collection of poems or a monologue. As we work through this unit, think about the following questions: How do readers’ personal experiences enable them to connect with poems? How do poetic devices, imagery, symbolism and sensory details help engage readers? Assignment #1 Activity #1: What is Poetry? Let’s start by thinking about poetry and what we know about it. Watch this 5-minute video, What is Poetry?--From Shmoop and respond to the journal prompt in at least 3 sentences:

What do you know about poetry? How do you feel about poetry? Just as the video states, I urge you to give poetry a chance and go into this unit with a positive mindset! If you’re feelings are negative, try to leave them here on this page.

Activity #2: Poetic Devices Refresher To be successful in this unit, you will need to start with a review of figurative language terms. When used in poetry, these are commonly referred to as poetic devices. You might need to access the SpringBoard Glossary to find the BEST definitions! 1. Define metaphor:

2. Identify the 2 metaphors in the poem “Dreams” and explain the meaning of each (you can highlight them or # them to identify). Dreams-Langston Hughes Hold fast to dreams For if dreams die Life is a broken-winged bird That cannot fly. Hold fast to dreams For when dreams go Life is a barren field Frozen with snow.

7th ELA with Mrs. Hays Week 11-assignments

3. Define Personification:

4. Highlight at least two examples of personification in the poem, “It’s Spring”. It’s Spring-John Foster It’s Spring And the garden is changing its clothes, Putting away its dark winter suits, Its dull scarves and drab brown overcoats.

Now, it wraps itself in green shoots, Slips on blouses sleeved with pink and white blossoms, Pulls on skirts of daffodil and primrose, Then dances in the sunlight.

5. Define simile:

6. Identify 3 similes in the poem, “I feel like a puppy” and explain the meaning of each (you can highlight them or # them to identify).

I feel like a puppy that can’t keep up with his mother. Like a creek that runs fast but can’t reach the ocean. Like a runner who stays all day in the starting line. My mind is like an empty box.

Time running like a race car running at the speed of light.

7th ELA with Mrs. Hays Week 11-assignments 7. Define Alliteration:

8. Many common tongue twisters use alliteration. For example, Peter Piper picked a peck of pickled peppers. Share or create a tongue twister that uses alliteration.

9. Define onomatopoeia:

10. Highlight all the onomatopoeias in the poem, “Noises”

Noises-Shel Silverstein

Let’s have one day for girls and boyses When you can make the grandest noises. Screech, scream, clang a bell, Sneeze– – hiccup– – whistle– – shout, Laugh until your lungs wear out, Toot a whistle, kick a can, Bang a spoon against a pan, Sing, yodel, bellow, hum, Blow a horn, beat a drum, Try and bounce your bowling ball, Ride a skateboard up the wall, Chomp your food with a smack and a slurp, Chew– – chomp– – hiccup– – burp. One day a year do all of these, The rest of the days– – be quiet please.

You can access the Poetic Devices Quizlet in your free time to review definitions and further familiarize yourself with key terms for this unit.

7th ELA with Mrs. Hays Week 11-assignments

Assignment #2 Activity #3: Fast Break Poem Poetry is often about personal experiences or activities people love to do. One such poem is “Fast Break” by Edward Hirsch. Watch the video>>>Fast Break Video to hear the poem and learn more about what inspired the poem to take shape. Then read the poem yourself and complete questions 1-6 (GRADED).

Fast Break <

A hook shot kisses the rim and

hangs there, helplessly, but doesn’t drop, and for once our gangly starting center

boxes out his man and times his jump perfectly, gathering the orange leather

from the air like a cherished possession and spinning around to throw a strike

to the outlet who is already shoveling an underhand pass toward the other guard

scissoring past a flat-footed defender who looks stunned and nailed to the floor

in the wrong direction, trying to catch sight of a high, gliding dribble and a man

letting the play develop in front of him in slow motion, almost exactly

like a coach’s drawing on the blackboard, both forwards racing down the court

the way that forwards should, fanning out and filling the lanes in tandem, moving 7th ELA with Mrs. Hays Week 11-assignments together as brothers passing the ball between them without a dribble, without

a single bounce hitting the hardwood until the guard finally lunges out

and commits to the wrong man while the power-forward explodes past them

in a fury, taking the ball into the air by himself now and laying it gently

against the glass for a lay-up, but losing his balance in the process,

inexplicably falling, hitting the floor with a wild, headlong motion

for the game he loved like a country and swiveling back to see an orange blur

floating perfectly through the net.

After watching the video and reading the poem again, answer the following questions: 1. What are your experiences with basketball? Did you feel your experiences affected your connection to the poem? Explain.

2. Compare the form of the poem and the form of an actual fast break, what do you notice? How are they similar?

3. "Fast Break" begins: "A hook shot kisses the rim...." What type of poetic device is this?

7th ELA with Mrs. Hays Week 11-assignments

4. Identify two other poetic devices found in the poem (Hint: look for the ones we reviewed in the Poetic Devices Refresher):

5. The poem has a dedication, "In Memory of Dennis Turner, 1946-1984" and it focuses on a play that is, as its name states: "fast." Reflect on the race against time in this poem. What larger issues of time does the poem introduce? How much can we learn about Dennis Turner from reading this poem?

6. What is the author’s message or theme of the poem?

Activity #4: Craft a Poem Craft a free verse poem based on an activity you like to do (a sport, hobby, class etc.). I recommend drafting it on paper, before you put it on the Word Document for TEAMS. Be sure to save yourself a copy, because your final project will involve submitting a small collection of your own poems. Be sure to: • include at least 2-3 poetic devices (metaphor, simile, personification, alliteration etc.) in your poem. • Make it at least 5+ lines • Give it a title