11/13-11/16/07

11/13

Aim: What does color blue signify?

Do Now:

  1. Copy WOD
  2. Do Test-Prep Question
  3. Read and copy one of the most interesting news summaries including the headline in your notebook.

Activities:

  1. Discuss what symbols are used in our society such as signs, languages, or body gestures etc.. Make a list of 5 symbols. Describe them and explain the meanings as well.
  2. Brainstorm expressions that contain the word "blue" and discuss the meaning of each expression.
    • Once in a blue moon
    • Out of the blue
    • I'm feeling blue
    • Blue collar
    • Blue blood
    • Blue Cross, Blue Shield
    • NYPD Blue
    • True blue
    • Blue ribbon
    • Blue hood
    • Bluestocking
    • Blue devils
    • Bluenose
    • Blue language
  3. HW#31 Use your imagination and come up with thoughts and feelings associated with “blue.”
  4. Discuss: temperature—water/coolness associated with blue;     vastness—the sky associated with blue; spiritual connotations; mood. “I’m blue.” “THE BLUES” (music)

    5. 11/14(Trip the World Theater )

    11/15(Lesson continued)

    Aim: 

    What does the color have to do with the theme of each work?
     
    Do Now:
    • Copy WOD
    • Do Test-Prep Question
    • Read and copy one of the most interesting news summaries including the headline in your notebook.

    Activities:

  5. Study paintings from Picasso’s blue period: 

    Le Gourmet (1901)

    The Tragedy (1903)

    La vie (1903)

    La Celestina (1904)

    Le Repas Frugal (1904)

    HW#32 After viewing three paintings, for each painting, answer the four questions:

    6.  
    Questions Painting 1( Title, Year) Painting 2( Title, Year) Painting 3 Title, Year)
    Why did Picasso choose blue?      
    What does the color have to do with the theme of each work?      
    Why do you imagine the person(s) in the painting looked “blue "?      
    What is the mood of each painting?      

    11/16(continued)

    Aim: In what ways are the symbols of blue, numbers and lines  brought to life and given more meanings than what we have known.?

    Do Now:

    1. Copy WOD
    2. Do Test-Prep Question
    3. Read and copy one of the most interesting news summaries including the headline in your notebook.

    Activities:

    1. Listen to the Songs associated with “blue”—Am I Blue? (written by Grant Clarke and Harry Akst)

    Am I blue
    Am I blue
    Ain't these tears in my eyes telling you
    Am I blue
    You would be too
    If each plan with your man just fell through

    Was a time I was his only one
    Now I'm the sad and lonely one
    Ooh
    Was I g ay
    Till today
    Now he's gone and we're through
    Am I blue

    Was a time I was the only one
    Now I'm the sad and lonely one
    Ooh
    Was I g ay
    Till today
    Now he's gone and we're through
    Am I blue
    Am I blue
    Ooh hoo
    Am I blue

    —Music—“Black and Blue”—Andy Razaf—Lyrics, Thomas Waller and Harry Brooks—Music.

  6.  write personal reactions to each of the songs.
  7.  discuss:
    • The “story” in each song,
    • How did each song reflect a “blue mood Tempo etc. 
  8. visually depict “the blues.” Draw a picture or make a collage which would be entitled “The Blues.”
  9. depict your own representation of or condition for “the blues”—in words (poem).
  10. Read the two poems from the list of180 poems high school students must read. HW#33 In what ways are the symbols of numbers and lines brought to life and given more meanings than what we have known? Find a simple object and think in a different images and things that are associated with the object. Compose a poem on it.

Numbers

Mary Cornish

I like the generosity of numbers.
The way, for example,
they are willing to count
anything or anyone:
two pickles, one door to the room,
eight dancers dressed as swans.

I like the domesticity of addition--
add two cups of milk and stir--
the sense of plenty: six plums
on the ground, three more
falling from the tree.

And multiplication's school
of fish times fish,
whose silver bodies breed
beneath the shadow
of a boat.

Even subtraction is never loss,
just addition somewhere else:
five sparrows take away two,
the two in someone else's
garden now.

There's an amplitude to long division,
as it opens Chinese take-out
box by paper box,
inside every folded cookie
a new fortune.

And I never fail to be surprised
by the gift of an odd remainder,
footloose at the end:
forty-seven divided by eleven equals four,
with three remaining.

Three boys beyond their mothers' call,
two Italians off to the sea,
one sock that isn't anywhere you look.

 

Lines

Martha Collins

Draw a line. Write a line. There.
Stay in line, hold the line, a glance
between the lines is fine but don't
turn corners, cross, cut in, go over
or out, between two points of no
return's a line of flight, between
two points of view's a line of vision.
But a line of thought is rarely
straight, an open line's no party
line, however fine your point.
A line of fire communicates, but drop
your weapons and drop your line,
consider the shortest distance from x
to y, let x be me, let y be you.

 

from Some Things Words Can Do, 1998
The Sheep Meadows Press, Riverdale-on-Hudson, N.Y.

from Poetry magazine
Volume CLXXVI, Number 3, June 2000

Copyright 2000 by The Modern Poetry Association.
All rights reserved.