Poetry Assignment

100 points

Memorized Poem: Due: On the day you signed up on the door


100 points
Poetry Log Guidelines: Due January 10 for A day, January 13 for B day

　
After reading several poems, you must select at least ten different poems by at least seven different poets to include in this collection. You may not use poems we have discussed in class, but you may use other poems by poets we have discussed in class.
Copy each poem into your collection. Be sure to include the title and the poet’s name.
You must annotate, using circles, arrows, whatever, to mark and label the poetic devices the poet used in each poem. Be thorough, as you will be deducted for glaring omissions.
You will then write (by that, I mean type) a paragraph for each poem, explicating each one. Look for a "door" into the poem. Is there a point of tension? Is there a shift at some point? You may discuss such as symbols, tone, allusions, alliteration, assonance, rhyme scheme, meter, rhythm, and any other poetic devices used, but be sure to say what those devices DO for the poem. Don’t just note their presence. That’s what the annotations were for. Make meaning. Consider the title. Consider meaning. Make a claim, and back it up. You can do this.


100 points
Original Poetry Booklet Guidelines: Due January 10 for A day, January 13 for B day

You will create ten original poems, using at least seven different forms we’ve learned about in class.
Three, and only three poems may rhyme. At least one poem must rhyme.
Use examples of every poetic device we’ve learned about. (Obviously, you can’t use them all on one poem, but over the course of this assignment, you should utilize each device at least once.)
Look back at some of our poetry experiences in class. Some can be worked up into fine poem.
You need to make an attractive cover, so that the likelihood that you will end up saving this booklet and showing it to your grandchildren is increased.
Please make every attempt to avoid clichés, those over-used, worn out expressions that we’ve all heard before. They have lost their luster, and they will detract from your poem, rather than enhance it. I’m looking for fresh perspectives, unique metaphors, the originality that only you can bring to this assignment. While I’m sure it would be very easy to get away with plagiarizing these poems, I would hope that your honor and your own sense of self would prevent that. Impress me. But more important than that, impress yourself.

Memorized Poem Options...continued

#4  Annabel Lee by Edgar Allan Poe

It was many and many a year ago,
In a kingdom by the sea,
That a maiden there lived whom you may know
By the name of ANNABEL LEE;
And this maiden she lived with no other thought
Than to love and be loved by me.

I was a child and she was a child,
In this kingdom by the sea;
But we loved with a love that was more than love-
I and my Annabel Lee;
With a love that the winged seraphs of heaven
Coveted her and me.

And this was the reason that, long ago,
In this kingdom by the sea,
A wind blew out of a cloud, chilling
My beautiful Annabel Lee;
So that her highborn kinsman came
And bore her away from me,
To shut her up in a sepulchre
In this kingdom by the sea.

The angels, not half so happy in heaven,
Went envying her and me-
Yes!- that was the reason (as all men know,
In this kingdom by the sea)
That the wind came out of the cloud by night,
Chilling and killing my Annabel Lee.

But our love it was stronger by far than the love
Of those who were older than we-
Of many far wiser than we-
And neither the angels in heaven above,
Nor the demons down under the sea,
Can ever dissever my soul from the soul
Of the beautiful Annabel Lee.

For the moon never beams without bringing me dreams
Of the beautiful Annabel Lee;
And the stars never rise but I feel the bright eyes
Of the beautiful Annabel Lee;
And so, all the night-tide, I lie down by the side
Of my darling- my darling- my life and my bride,
In the sepulchre there by the sea,
In her tomb by the sounding sea

#5  In honor of the 150^th anniversary of Lincoln’s Gettysburg Address, I’m including it as an option, even though it is not really a poem.  One may, however, find in it many poetic devices. 

Four score and seven years ago our fathers brought forth on this continent, a new nation, conceived in Liberty, and dedicated to the proposition that all men are created equal.

Now we are engaged in a great civil war, testing whether that nation, or any nation so conceived and so dedicated, can long endure. We are met on a great battle-field of that war. We have come to dedicate a portion of that field, as a final resting place for those who here gave their lives that that nation might live. It is altogether fitting and proper that we should do this.

But, in a larger sense, we can not dedicate -- we can not consecrate -- we can not hallow -- this ground. The brave men, living and dead, who struggled here, have consecrated it, far above our poor power to add or detract. The world will little note, nor long remember what we say here, but it can never forget what they did here. It is for us the living, rather, to be dedicated here to the unfinished work which they who fought here have thus far so nobly advanced. It is rather for us to be here dedicated to the great task remaining before us -- that from these honored dead we take increased devotion to that cause for which they gave the last full measure of devotion -- that we here highly resolve that these dead shall not have died in vain -- that this nation, under God, shall have a new birth of freedom -- and that government of the people, by the people, for the people, shall not perish from the earth.

Abraham Lincoln
November 19, 1863 

 

#6  This option is for the rare student who would like to challenge herself/himself with a ridiculously long and wonderful poem called “The Raven” by Edgar Allan Poe.  You’ll find the entire text online and in our textbook.

Memorized Poem 100 points

In addition to your Hawthorne quote, Emerson quote and your Thoreau quote, you must memorize and recite a poem by January , 2015.  There will be a sign-up sheet on the door with spots after school, in class, and during SIR.  No poems may be passed off before school.  Please do not ask if you may choose another option.  You may only choose from the following options:

#1  On Turning Ten  by Billy Collins

The whole idea of it makes me feel
like I'm coming down with something,
something worse than any stomach ache
or the headaches I get from reading in bad light--
a kind of measles of the spirit,
a mumps of the psyche,
a disfiguring chicken pox of the soul.

You tell me it is too early to be looking back,
but that is because you have forgotten
the perfect simplicity of being one
and the beautiful complexity introduced by two.
But I can lie on my bed and remember every digit.
At four I was an Arabian wizard.
I could make myself invisible
by drinking a glass of milk a certain way.
At seven I was a soldier, at nine a prince.

But now I am mostly at the window
watching the late afternoon light.
Back then it never fell so solemnly
against the side of my tree house,
and my bicycle never leaned against the garage
as it does today,
all the dark blue speed drained out of it.

This is the beginning of sadness, I say to myself,
as I walk through the universe in my sneakers.
It is time to say good-bye to my imaginary friends,
time to turn the first big number.

It seems only yesterday I used to believe
there was nothing under my skin but light.
If you cut me I could shine.
But now when I fall upon the sidewalks of life,
I skin my knees. I bleed.

#2  Emily Dickinson

Because I could not stop for Death,
He kindly stopped for me;
The carriage held but just ourselves
And Immortality.

We slowly drove, he knew no haste,
And I had put away
My labor, and my leisure too,
For his civility.

We passed the school, where children strove
At recess, in the ring;
We passed the fields of gazing grain,
We passed the setting sun.

Or rather, he passed us;
The dews grew quivering and chill,
For only gossamer my gown,
My tippet only tulle.

We paused before a house that seemed
A swelling of the ground;
The roof was scarcely visible,
The cornice but a mound.

Since then 'tis centuries, and yet each
Feels shorter than the day
I first surmised the horses' heads
Were toward eternity.

 

#3  Verse 52 from "Song of Myself" by Walt Whitman

The spotted hawk swoops by and accuses me—he complains of my gab and my loitering. I too am not a bit tamed—I too am untranslatable; I sound my barbaric yawp over the roofs of the world. The last scud of day holds back for me; It flings my likeness after the rest, and true as any, on the shadow’d wilds; It coaxes me to the vapor and the dusk. I depart as air—I shake my white locks at the runaway sun; I effuse my flesh in eddies, and drift it in lacy jags. I bequeath myself to the dirt, to grow from the grass I love; If you want me again, look for me under your boot-soles. You will hardly know who I am, or what I mean; But I shall be good health to you nevertheless, And filter and fibre your blood. Failing to fetch me at first, keep encouraged; Missing me one place, search another; I stop somewhere, waiting for you. Excerpted from "Song of Myself," in Leaves of Grass. #4  Annabel Lee by Edgar Allan Poe It was many and many a year ago, In a kingdom by the sea, That a maiden there lived whom you may know By the name of ANNABEL LEE; And this maiden she lived with no other thought Than to love and be loved by me. I was a child and she was a child, In this kingdom by the sea; But we loved with a love that was more than love- I and my Annabel Lee; With a love that the winged seraphs of heaven Coveted her and me. And this was the reason that, long ago, In this kingdom by the sea, A wind blew out of a cloud, chilling My beautiful Annabel Lee; So that her highborn kinsman came And bore her away from me, To shut her up in a sepulchre In this kingdom by the sea. The angels, not half so happy in heaven, Went envying her and me- Yes!- that was the reason (as all men know, In this kingdom by the sea) That the wind came out of the cloud by night, Chilling and killing my Annabel Lee. But our love it was stronger by far than the love Of those who were older than we- Of many far wiser than we- And neither the angels in heaven above, Nor the demons down under the sea, Can ever dissever my soul from the soul Of the beautiful Annabel Lee. For the moon never beams without bringing me dreams Of the beautiful Annabel Lee; And the stars never rise but I feel the bright eyes Of the beautiful Annabel Lee; And so, all the night-tide, I lie down by the side Of my darling- my darling- my life and my bride, In the sepulchre there by the sea, In her tomb by the sounding sea #5  In honor of the 150th anniversary of Lincoln’s Gettysburg Address, I’m including it as an option, even though it is not really a poem.  One may, however, find in it many poetic devices.  Four score and seven years ago our fathers brought forth on this continent, a new nation, conceived in Liberty, and dedicated to the proposition that all men are created equal. Now we are engaged in a great civil war, testing whether that nation, or any nation so conceived and so dedicated, can long endure. We are met on a great battle-field of that war. We have come to dedicate a portion of that field, as a final resting place for those who here gave their lives that that nation might live. It is altogether fitting and proper that we should do this. But, in a larger sense, we can not dedicate -- we can not consecrate -- we can not hallow -- this ground. The brave men, living and dead, who struggled here, have consecrated it, far above our poor power to add or detract. The world will little note, nor long remember what we say here, but it can never forget what they did here. It is for us the living, rather, to be dedicated here to the unfinished work which they who fought here have thus far so nobly advanced. It is rather for us to be here dedicated to the great task remaining before us -- that from these honored dead we take increased devotion to that cause for which they gave the last full measure of devotion -- that we here highly resolve that these dead shall not have died in vain -- that this nation, under God, shall have a new birth of freedom -- and that government of the people, by the people, for the people, shall not perish from the earth. Abraham Lincoln November 19, 1863     #6  This option is for the rare student who would like to challenge herself/himself with a ridiculously long and wonderful poem called “The Raven” by Edgar Allan Poe.  You’ll find the entire text online and in our textbook.

"A" Vocabulary Lists

 Vocabulary List AP/IB English

A

1. abstract: (adj) theoretical, not concrete.

2. abstruse: (adj) difficult to understand.

 3. acclaim: (v) praise, applaud.

4. accolade: (n) an award, or praise.

5. acquiescent: (adj) reluctantly agreeable, compliant.

6. acrimony: (n) words or behavior filled with harshness or anger.

7. adamant: (adj) refusing to change, stubborn, unyielding.

8. adroit: (adj) skillful in physical activity, or in handling difficult situations.

9. advocate: (v) support, plead for, speak on behalf of.

10. affable: (adj) friendly, easygoing.

11. affirmation: (n) positive statement, assertion, agreement.

12. alienate: (v) to push someone away, cause him to separate from people.

13. aloof: (adj) detached, apart, indifferent.

14. altruistic: (adj) unselfish, caring.

15. ambidextrous: (adj) able to use both hands with equal skill.

16. ambiguous: (adj) unclear, vague, having several possible interpretations.

 17. ambivalence: (n) indecision, feeling of being pulled in two directions.

18. ameliorate: (v) to make an unpleasant situation better, to improve.

19. amity: (n) friendship.

20. amorphous: (adj) without form or shape.

21. analogous: (adj) similar

22. anarchy: (n) a lack of order, chaos.

 23. anathema: (n) a religious curse, or the thing or person being cursed.

 24. antagonistic: (adj) in hostile competition, opposing.

25. antiquated: (adj) too old to be useful, outdated, obsolete.

 26. antithesis: (n) opposite.

 

LIST #2

27. apathy: (n) lack of interest or concern.

28. apex: (n) top, highest point, summit.

29. appease: (v) calm, pacify.

30. arbitrary: (adj) selected by random choice and without solid reason.

31. arcane: (adj) secret, mysterious.

32. archaic: (adj) old, antiquated.

33. arrogant: (adj) acting superior, obnoxious, smug, rude.

34. articulate: (adj) able to speak clearly and effectively.

35. ascendance: (n) domination, controlling power.

36. ascetic: (n) person who rejects physical comfort and luxury for self-discipline.

36.5.  asthetic:  (n, adj) referring to beauty

 

 

Project or Presentation? Watch the Due Date!

CHOOSE EITHER A PROJECT OR A PRESENTATION. Check calendar for due date.

PROJECTS:   A.        Develop a two-page section from a Boston newspaper during the time/setting of this story. Your front page will be full of the story of Hester and Company, the scandal, her sin and punishment, or the aftermath. Your pages should include the following: A banner headline At least one picture with a caption The lead story (at least 300 words) Related side bar stories Horoscope/advice column/gossip column/classifieds Title of newspaper At least on advertisement that is story-related Editorial/weather report   B.       Write a four page prequel to The Scarlet Letter in the language and style of Hawthorne.  Size 14 font, double-spaced, Times New Roman. C.      Write a diary from the perspective of one of the main characters.  Choose five major events in the novel for your character to respond to.  Any changes that your character goes through should be dealt with in these journal entries.  You should tell us how you feel about other characters and events.  A diary entry should disclose motive and be written in the voice of the character. D.      Write a sequel featuring Pearl after the novel ends.  Describe what her life is like and how she is affected by the events of the novel. Be sure your choices are consistent with what you know about Pearl and the novel. This should be between about four pages, 14 font, Times New Roman, double spaced.

PRESENTATION:   A.       Write and sing a ballad, telling the story of Hester from any perspective you choose.  Words should be typed and distributed to the class.  I have a keyboard you may use, or you may bring a guitar.   B.        Create a school appropriate video of at least two major scenes from the novel.  Come in after school the day before to insure that your technology actually works.  Use a flash drive or something you can count on.  If I can’t see it, I can’t grade it.  5-7 minutes     C.     With one or two partners, write a dramatic script of at least one main scene a piece from the novel. In stage directions, describe the setting for each scene. For the class presentation, enact one of the scenes. Add props or costumes to recreate the scene effectively.  I need to see evidence that each person has participated in the writing.  Lines must be memorized.   D.       Create an embroidered or counted cross-stitch alphabet letter that looks like Hawthorne has described Hester’s “A.”  Include descriptions of the scarlet letter from the text, cited accurately, and a paragraph telling about your experience.  Size and proportion should match the text’s description.  I will be the least generous with this option, if insufficient effort is evident.

 

Close Reading

Close Reading of a Literary Passage

To do a close reading, you choose a specific passage and analyze it in fine detail, as if with a magnifying glass. You then comment on points of style and on your reactions as a reader. Close reading is important because it is the building block for larger analysis. Your thoughts evolve not from someone else's truth about the reading, but from your own observations. The more closely you can observe, the more original and exact your ideas will be. To begin your close reading, ask yourself several specific questions about the passage. The following questions are not a formula, but a starting point for your own thoughts. When you arrive at some answers, you are ready to organize and write. You should organize your close reading like any other kind of essay, paragraph by paragraph, but you can arrange it any way you like.

I. First Impressions:

• What is the first thing you notice about the passage?
• What is the second thing?
• Do the two things you noticed complement each other? Or contradict each other?
• What mood does the passage create in you? Why?

II. Vocabulary and Diction:

• Which words do you notice first? Why? What is noteworthy about this diction?
• How do the important words relate to one another?
• Do any words seem oddly used to you? Why?
• Do any words have double meanings? Do they have extra connotations?
• Look up any unfamiliar words. For a pre-20th century text, look in the Oxford English Dictionary for possible outdated meanings. (The OED can only be accessed by students with a subscription or from a library computer that has a subscription. Otherwise, you should find a copy in the local library.)

III. Discerning Patterns:

• Does an image here remind you of an image elsewhere in the book? Where? What's the connection?
• How might this image fit into the pattern of the book as a whole?
• Could this passage symbolize the entire work? Could this passage serve as a microcosm--a little picture--of what's taking place in the whole work?
• What is the sentence rhythm like? Short and choppy? Long and flowing? Does it build on itself or stay at an even pace? What is the style like?
• Look at the punctuation. Is there anything unusual about it?
• Is there any repetition within the passage? What is the effect of that repetition?
• How many types of writing are in the passage? (For example, narration, description, argument, dialogue, rhymed or alliterative poetry, etc.)
• Can you identify paradoxes in the author's thought or subject?
• What is left out or kept silent? What would you expect the author to talk about that the author avoided?

IV. Point of View and Characterization:

• How does the passage make us react or think about any characters or events within the narrative?
• Are there colors, sounds, physical description that appeals to the senses? Does this imagery form a pattern? Why might the author have chosen that color, sound or physical description?
• Who speaks in the passage? To whom does he or she speak? Does the narrator have a limited or partial point of view? Or does the narrator appear to be omniscient, and he knows things the characters couldn't possibly know? (For example, omniscient narrators might mention future historical events, events taking place "off stage," the thoughts and feelings of multiple characters, and so on).

V. Symbolism:

• Are there metaphors? What kinds?
• Is there one controlling metaphor? If not, how many different metaphors are there, and in what order do they occur? How might that be significant?
• How might objects represent something else?
• Do any of the objects, colors, animals, or plants appearing in the passage have traditional connotations or meaning? What about religious or biblical significance?
• If there are multiple symbols in the work, could we read the entire passage as having allegorical meaning beyond the literal level?

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If you wish to walk through a close-reading of a Gerard Manley Hopkins poem, click here.

The Scarlet Letter Summary and Citation Journals

The Scarlet Letter – SUMMARY and CITATION JOURNALS

 

 

Requirements:

1.      Write a 2-3 sentence summary of each chapter.

2.  Write one vocabulary word you found in each chapter.  Include the sentence in which you found                        the word (parenthetically referenced), the word’s definition, and what part of speech it is.

3.  Copy exactly a 1-2 sentence citation for every 4 chapters.  Choose something you think is                               significant.  It may explicate character, introduce suspense, show symbolism or theme,                                foreshadow, be an example of beautiful language or interesting syntax, etc.                                                  *  You will have four citations when you have finished.                                                                                 *   Use correct punctuation and parenthetical referencing for each citation.

            4.  Write a response to each citation, explaining the context, why you chose it, and essentially                                  offering a careful, close reading of the citation.  Be specific, detailed, and thoughtful.

            5.  Type-written or handwritten very neatly in ink.

 

 

SAMPLE JOURNAL – Chapters 1 and 2

 

Chapter 1 “The Prison Door.”  This chapter describes the prison and its ugly surroundings.  The only thing of beauty in the setting is a rose bush.  The author says he will pick one of its “sweet moral blossoms” to symbolize something good that may come out of a tale of sorrow.

 

Vocabulary word:  edifice                                                                                                                               “Before the ugly edifice, and between it and the wheel track of the street, was a grass plot”               (Hawthorne 46).

            Edifice (noun) – a large building.

 

Chapter 2 – “The Market Place.”  The setting is established, Boston during Puritan times.  Hester Prynne comes out of the prison door carrying her baby, a child born out of wedlock.  Because of her sin, Hester has been sentenced to wear a scarlet letter “A” embroidered on the front of her dress as a symbol of “adultery.”  For the most part the townspeople are very critical of her and don’t think her punishment was severe enough.

 

Vocabulary word:  venerable                                                                                                                           “…the severest acts of public discipline were alike made venerable and awful” (Hawthorne 48).

            Venerable (adjective) – highly respected.  The word is often associated with religion or used to                                describe a highly regarded, elderly person.  Young people aren’t venerable -- yet J

 

Citation:

“Finding [the rosebush] so directly on the threshold of our narrative, which is now about to issue from that inauspicious portal, we could hardly do otherwise than pluck one of its flowers, and present it to the reader.  It may serve, let us hope, to symbolize some sweet moral blossom that may be found along the track, or relieve the darkening close of a tale of human frailty and sorrow” (Hawthorne 46).

 

Response:

In this passage Hawthorne talked directly to the reader and points out that the rosebush, which was growing by the threshold of the prison, is also on the “threshold of our narrative,” i.e. at the beginning of the story.  Just as the rosebush is a bright, sweet spot in the dismal surrounding of the prison, so there might be a bright “sweet moral” to be found in a dark and dismal story.  He tells us we are going to read a tale of “human frailty and sorrow,” and it is interesting that he says “let us hope” the rosebush will symbolize a sweet moral blossom, as if he is joining the reader in trying to find something “sweet” in the “darkening” story he is about to share.

 

 

Book Cards

Book cards need to be created for each major work we complete.  They should be handwritten on the largest size of lined cards.  Please include the title, the author, the year of publication, and literary movement.  Discuss plot, theme, tone, mood, motifs, shifts in action, climax, symbols, diction, character development, writing style.  Do not submit a skimpy card.  I'm looking for density.  Get as much information on the card as you can.  It will help you in the future.  I promise.

Term 2 Calendar

Monday	Tuesday	Wednesday	Thursday	Friday
11-4 A Have read SL ch 1-2 Crucible book card due Friday 100 points John Adams Final 50 points New Vocabulary	11-5 B Have read SL ch 1-2 Crucible book card due Monday 100points John Adams Final 50 points New Vocabulary	11-6 A Have read thru ch4 Journal 2-4/1 Citation due Letter Due 50 points MUST HAVE BIOGRAPHY BY TODAY	11-7 B Have read thru ch4 Journal 2-4/1 Citation due Letter Due 50 points MUST HAVE BIOGRAPHY BY TODAY	11-8 A Have read thru ch7 Journal 5-7 due Dark Romantics, Poe video Crucible Book Card due today 100 points
11-11 B Have read thru ch7 Journal 5-7 due Dark Romantics, Poe video Crucible Book Card due today 100 points	11-12 A Grammar:   Commonly Confused Words Have read thru ch 10 Journal 8-10/one citation due Emerson	11-13 B Grammar:   Commonly Confused Words Have read thru ch 10 Journal 8-10/one citation due Emerson	11-14 A DERJ accounting Have read thru ch13 Journal 11-13 due Thoreau Discuss analysis	11-15 B DERJ accounting Have read thru ch13 Journal 11-13 due Thoreau Discuss analysis
11-18 A Have read thru ch17 Journals 14-17 / one citation due Thoreau Discuss analysis Vocabulary Quiz	11-19 B Have read thru ch17 Journals 14-17 / one citation due Thoreau Discuss analysis Vocabulary Quiz	11-20 A  New Vocab Have read thru ch21 Journals 18-21due Thoreau experience due 50 points  group analysis	11-21 B New Vocab Have read thru ch21 Journals 18-21due Thoreau experience due 50 points  group analysis	11-22 A A   Finish Scarlet Letter Journals 22-24 due and one citation due
11-25  B   Finish Scarlet Letter Journals 22-24 due and one citation due	11-26 A DERJ acct'ing   Scarlet Letter Project 100 points Whitman In-class passage analysis 100 points	11-27 Thanksgiving Break	11-28  Thanksgiving Break	11-29 Thanksgiving Break
12-2  B DERJ  acct’ng Scarlet Letter Project 100 points Whitman In-class passage analysis 100 points	12-3 A  Scarlet Letter Presentations  Due 100 points Whitman Turn in your stamped summary/citation journal 210 points	12-4 B  Scarlet Letter Presentations  Due 100 points Whitman Turn in your stamped summary/citation journal 210 points	12-5  A The Scarlet Letter Final Exam Book Card Due:  100 points	12-6 B  The Scarlet Letter Final Exam Book Card Due:  100 points
12-9 A  Vocab Quiz Dickinson	12-10 B Vocab Quiz Dickinson	12-11 A  New vocab Dickinson	12-12 B New vocab   Dickinson	12-13 A Grammar quiz A Doll’s House
12-16 B Grammar quiz A Doll’s House	12-17 A  Grammar:  Unnecessary Words (215) Poetry A Doll’s House	12-18 B  Grammar:  Unnecessary Words (215) Poetry A Doll’s House	12-19 A  DERJ  accounting Poetry A Doll’s House	12-20 B DERJ  accounting Poetry A Doll’s House
12-23 Christmas Vacation	12-24  Merry Christmas	12-25 Christmas Vacation	12-26 Christmas Vacation	12-27 Christmas Vacation
12-30 Christmas Vacation	12-31 Happy New Year	1-1 Wahoo!	1-2  A Vocab Quiz Poetry A Doll’s House Essay Due	1-3 B Vocab Quiz Poetry A Doll’s House Essay Due
1-6 A  New Vocab Poetry Grammar Quiz	1-7 B  New Vocab Poetry  Grammar Quiz	1-8 A DERJ acct’ng Memorized Poetry Due: 100 points Memorized Poetry Due: 100 points	1-9  B  DERJ acct’ng Memorized Poetry Due: 100 points Memorized Poetry Due: 100 points	1-10  A Vocab Quiz Collection Due 100 points/ Original Poetry due 100 points DERJ acct’ng NO LATE WORK AFTER TODAY!!!!
1-13 B  A Vocab Quiz Collection Due 100 points/Original Poetry due 100 points DERJ acct’ng NO LATE WORK AFTER TODAY!!!!	1-14 A New Vocab	1-15  B  New Vocab	1-16  A Poetry Slam I will provide hot chocolate, a small extra credit opportunity, and a microphone.  Wear black.  Bring a treat to share, if you want.	1-17 B End of term Poetry Slam I will provide hot chocolate, a small extra credit opportunity, and a microphone.  Wear black.  Bring a treat to share, if you want.