A Favourite Line, Idea, Image

Without naming the poet, choose a favourite line, idea or image from the list poems presented today. Write no more than 50 words (not including the excerpt chosen).

Writing a List Poem Based on "A Note"

Beginning with "Life is the only way," write your own list poem using "A Note" as a model. Your poem must use the same (with minor variations) number of words and structure as Szymborska's. Use what you learned this week to compose a stronger poem.

Try to find a rhythm to the words you choose (note the number of syllables as well as the number of words). Be careful to punctuate exactly the same way and be aware of how the poet has used punctuation to divide and compare ideas. Post a copy of your poem to the blog before coming to Wednesday's class.

Be prepared to do a recital of your poem (please practice ahead of time!) and speak for one to two minutes on the process you followed and any difficulties you experienced.  Marks will be assigned as follows: quality of poem—50%; recital—25%; remarks on process—25%.

My Experience with Poetry

Write a 50-word paragraph that refers to your personal experiences with poetry. The experiences do not have to be at school, although they may be if you wish. Be specific please. Bring your printed work to class along with a printed copy of your chosen poem.


To help you find a poem, here are three online sources of quality poetry. Remember that you will need to defend the poem's quality in group work that day, so be sure to choose well.


Poems at Slate.com (each poem is read by the poet; a good way to decide if you like the way it sounds)


Canadian Poetry Online (from the University of Toronto library; a list of poets that links to poems from each one)


Poetry Daily Archive (alphabetical archive of poems by title; here you can look for an interesting title and see if you can find a poem you like)

Inconsiderate

Three Examples to Show the Trait:

As the students begin to read, a murmur of conversation begins. Someone responds with a loud “ Shh”! But, shortly after, the conversation among a small group of students continues.

Two students are actively engaged in conversation about the story; two others listen to the first with some interest. One student leans back in a chair, head turned away from the others and says, “We are finished discussing the story. Can we leave now?”

Several students come to class that day without having done homework, without having read a required story. In groups the students join, the prepared students struggle, trying to have an informative conversation on a story only some of them have read.

Assignment on annotation is below. 

"Giving a Clock": Annotations

Annotate each page with at least two different kinds of annotation.  Present three of your annotations here, one from pages 1-3, one from 4-6 and one from 7-8. Use literary terms in each annotation (setting, characterization, conflict and so on). 

Avoid reading anyone else's annotations before posting your comment. This way, we will have a better variety of responses to help us to understand the story well.

Homework for "In Other Rooms, Other Wonders"

Write an answer that is based on information found on the page you have been assigned. Try, as best you can, to connect what happens on that page to events that occur either before or after in the story. Use at least one literary term (setting, conflict, plot, irony etc.) in your answer. Quote the story at least once, but no more than 20 words, maximum, for all quotes. Identify the page number, please, as a heading before your paragraph. See my model answer for more ideas on what to do.


Write between 150 and 200 words. Bring your word processed work to class on Wednesday.


Online copy of the story for quoting.

Taking a Close Look: Capturing an Image

I call this shot "Riley Park Coming Down." Over the years, I spent many hours in this Vancouver community centre— shepherding my children to preschool classes; watching proudly as they learned to swim in the Percy Norman Pool (still standing to the left of the picture); learning to do Pilates in the multi-purpose room.

It was small and friendly, with a strong community feeling. My wife served on the board for many years and told me many tales of the frustrations of responding to people, every one of whom just knew exactly what was needed to solve the many problems (like the pool leaking into the surrounding soil; once, the whole thing needed to be drained a second time to try to figure that out . . .)

I feel sad to lose a community space. Once the buildings are gone, the community needs to figure out what to do with this space. We are already talking about it, online, over our email lists.

One thing I admire in our city is that ALL the trees are being preserved. Watching the heavy machinery (and feeling the rumble as a huge wrecking ball bashes into the building) I marvel how the workers manage to avoid damaging the vegetation.

To see a larger version of the photo, click on it.

NOTE: When you send your photo to the email account on your worksheet, use this subject: Brad's Photo (fill in your own name). That way, it will be easy to choose yours from the list to view on screen!

Responding to Temple Grandin

What was, for you, the most powerful image you saw in the film, Temple Grandin? Why did you find it powerful? Answer in a short paragraph of about 100 to 125 words.

For the article, "Temple Grandin: The Non-Whisperer," answer the following:

Write about anything that stays on your mind after reading. Quote John Allemang once in your answer. Write about 100 to 125 words.

Bring your work, word processed, to class next Wednesday, please. See you then.