1. Argument? The conclusion of poetry Do you like to argue? Do you hate to argue?

2. We can use an argument…. To write a poem. Think of an argument…or borrow one of mine.. Do curfews keep teens out of trouble? Should cigarette smoking be banned? Are actors and professional athletes paid too much? Does participation in sports keep teens out of trouble?

3. What happens when we think about poetry as an argument? Toulmin model ? Warrant- claim- examples- evidence- counter- claim Huh?

4. Write down a setting… (stay away from Grandma’s house) West Allis Central…. The beach- a garden- the future?? Anywhere (it’ll come up later)

5. What do you notice? OYE MUNDO/Sometimes Sometimes ( When the night air feels chevere ) when I can hear the real sound of el barrio on la conga y timbales coke bottles & garbage can tops

6. This contemporary poem says? In modern day poetry, punctuation works both grammatically and visually. But our poetry looks like this…. We need to revise

7. A student poem- from this class! Grandma's is wonderful A house of peace and fun Where wind moves curtains. The home made quilt has stories Of Jimmy's new shirt, my Easter dress, my aunt's graduation dress.

8. But we can revise… Grandma's is wonderful A house of peace and fun Where wind moves curtains. The home made quilt has stories Of Jimmy's new shirt, my Easter dress, my aunt's graduation dress and more...

9. And make new… Grandma's A house of peace Where wind moves flows through curtains. The home made quilt has stories

10. And new… Grandma's A home of tranquility Where wind soft breezes dance with sheer curtains. Grandma's colorful home made quilt has untold stories

11. And then… Grandma's Protected by towering pecan trees, A home of tranquility Where soft breezes dance with sheer curtains. A delicious hint of fresh alfalfa drifts in the open window I dream snuggled under Grandma's colorful home made quilt has untold stories of bright squares.

12. We tried this is groups… Let’s try again Now- on your paper- remember that place… Then go 3x2x1 (List three nouns, two verbs and one adjective ABOUT that place) Play with the order- create a stanza

13. Add to your setting Adding Phrases and Clauses. While we do not want to clutter our poems with excessive verbiage, sometimes the addition of a phrase or clause makes for greater specificity. Figurative Language- Simile and Metaphor

14. Repetition Find your favorite phrase and repeat….. And repeat. Like a chorus of a song. Maybe like this…. http://www.youtube.com/watch?v=vLcnIfSHqX M

15. Finally…. Sonnet XVII I do not love you as if you were salt-rose, or topaz, or the arrow of carnations the fire shoots off. I love you as certain dark things are to be loved, in secret, between the shadow and the soul. I love you as the plant that never blooms but carries in itself the light of hidden flowers; thanks to your love a certain solid fragrance, risen from the earth, lives darkly in my body. I love you without knowing how, or when, or from where. I love you straightforwardly, without complexities or pride; so I love you because I know no other way than this: where I does not exist, nor you, so close that your hand on my chest is my hand, so close that your eyes close as I fall asleep. Pablo Neruda

16. References http://www.nwp.org/cs/public/print/resource _topic/poetry http://www.nwp.org/cs/public/print/resource _topic/poetry

17. Give up Slide Not feeling it….. May 13- final polished journal entry….. Start there--- one more poem..One more short story. Where the Sidewalk Ends by Shel Silverstein There is a place where the sidewalk ends And before the street begins, And there the grass grows soft and white, And there the sun burns crimson bright, And there the moon-bird rests from his flight To cool in the peppermint wind. Let us leave this place where the smoke blows black And the dark street winds and bends. Past the pits where the asphalt flowers grow We shall walk with a walk that is measured and slow, And watch where the chalk-white arrows go To the place where the sidewalk ends. Yes we'll walk with a walk that is measured and slow, And we'll go where the chalk-white arrows go, For the children, they mark, and the children, they know The place where the sidewalk ends.