10/22/2015

I always get worried when I teach this poem because it really and truly is one of the raciest things that you’ll read in high school, maybe even college. Even with my first block, you guys handled everything appropriately. I felt like we had a real discussion yesterday rather than me just lecturing at you. Remember, sometimes talking abut relevant issues might cause some emotional triggers for you, so it’s okay if you need to get a drink of water during any discussions or activities.

First, we printed the lyrics to Marvin Gaye’s “Let’s Get in On”, listened to the song, and highlighted persuasive language in BLUE, references to love in PINK, and highlighted references to TIME in yellow. Answer the three questions and drop off your highlighted lyrics (if you were absent so I can give you credit for highlighting along with the three questions).

Let's Get It On

We talked about the speaker and his audience (a girl) and analyzed that relationship. We highlighted evidence of carpe diem (time) in the poem, highlighted IRONY in the song, and highlighted references to LOVE in the song. We also specifically talked about how the song was contradictory and how it related to TIME (“stop beating ’round the bush”, and “this minute”).

We were really puzzled about the lyrics, especially the phrase “threatin’ you, baby”, so I did a little research. First, I wanted to make sure that I got the lyrics right, and it seems I did. So then, I went to Wikipedia and read this little tidbit. It seems Mr. Gaye had a troubled childhood and used his music to work through some of his issues. The power of poetry!

Kelsey in 2nd block also brought up something that I never thought about before: I had always interpreted that lyric to insinuate physical violence, but she said he could be threatening the woman with other consequences, such as infidelity or breaking up.

We talked about consent, and how the audience in the song has obviously NOT given consent. I also mentioned the Stuebenville High School rape case during that discussion.

Students then sat there puzzled as to why we listened to that song, so we read “To His Coy Mistress” to explain. It’s the original “Let’s Get It On”, just much creepier.

You can download my notes in a Word document so you don’t have to copy notes. Just save it wherever you save my stuff.

Coy MistressCoy Mistress2I showed you eagles twirling and how that fit into the poem.

We talked a lot about consent in my classes, and I found these two images that you might enjoy after the discussion:

consent consent 2

And lastly, my three classes worked on a TPCASTT of the poem. I e-mailed it to everyone, so check your gmail for the final copy.

9/2/15 – B

Today was a pretty interesting day that showed a great amount of maturity in my students. I honestly was really impressed with the comments that people made.

First, we printed the lyrics to Marvin Gaye’s “Let’s Get in On”, listened to the song, and highlighted persuasive language in BLUE and highlighted references to TIME in yellow. Answer the three questions and drop off your highlighted lyrics (if you were absent so I can give you credit for highlighting along with the three questions).

Let's Get It On

We talked about the speaker and his audience (a girl) and analyzed that relationship. We highlighted evidence of carpe diem (time) in the poem, highlighted IRONY in the song, and highlighted references to LOVE in the song. We also specifically talked about how the song was contradictory and how it related to TIME (“stop beating ’round the bush”, and “this minute”).

We were really puzzled about the lyrics, especially the phrase “threatin’ you, baby”, so I did a little research. First, I wanted to make sure that I got the lyrics right, and it seems I did. So then, I went to Wikipedia and read this little tidbit. It seems Mr. Gaye had a troubled childhood and used his music to work through some of his issues. The power of poetry!

We talked about consent, and how the audience in the song has obviously NOT given consent.

Students then sat there puzzled as to why we listened to that song, so we read “To His Coy Mistress” to explain. It’s the original “Let’s Get It On”, just much creepier.

You can download my notes in a Word document so you don’t have to copy notes. Just save it wherever you save my stuff.

Coy MistressCoy Mistress2I showed you eagles twirling and how that fit into the poem.

Lastly, we did the Syllogism Pyramid foldable. You can find the template in LMS.

For each triangle, create a text box and write the following:

  • If… (1st stanza – lines 1-20) + image
  • But… (2nd stanza – lines 21-32) + image
  • So… (3rd stanza – lines 33-46) + image

You will need to ROTATE the text box. Grab the little green ball and turn it. Make sure that the text box faces the hypotenuse. Don’t worry about the text that is already on the pyramid – that will be hidden when you fold it up.

1/26/2015 – B

Today was a pretty interesting day that showed a great amount of maturity in my students. I honestly was really impressed with the comments that people made.

First, we printed the lyrics to Marvin Gaye’s “Let’s Get in On”, listened to the song, and highlighted persuasive language in BLUE and highlighted references to TIME in yellow. Answer the three questions and drop off your highlighted lyrics (if you were absent so I can give you credit for highlighting along with the three questions).

Let's Get It On

We talked about the speaker and his audience (a girl) and analyzed that relationship. We highlighted evidence of carpe diem (time) in the poem, highlighted IRONY in the song, and highlighted references to LOVE in the song. We also specifically talked about how the song was contradictory and how it related to TIME (“stop beating ’round the bush”, and “this minute”).

We were really puzzled about the lyrics, especially the phrase “threatin’ you, baby”, so I did a little research. First, I wanted to make sure that I got the lyrics right, and it seems I did. So then, I went to Wikipedia and read this little tidbit. It seems Mr. Gaye had a troubled childhood and used his music to work through some of his issues. The power of poetry!

We talked about consent, and how the audience in the song has obviously NOT given consent.

Students then sat there puzzled as to why we listened to that song, so we read “To His Coy Mistress” to explain. It’s the original “Let’s Get It On”, just much creepier.

You can download my notes in a Word document so you don’t have to copy notes. Just save it wherever you save my stuff.

Coy Mistress Coy Mistress2I showed you eagles twirling and how that fit into the poem.

Lastly, we did the Syllogism Pyramid foldable. You can find the template in LMS.

For each triangle, create a text box and write the following:

  • If… (1st stanza – lines 1-20) + image
  • But… (2nd stanza – lines 21-32) + image
  • So… (3rd stanza – lines 33-46) + image

You will need to ROTATE the text box. Grab the little green ball and turn it. Make sure that the text box faces the hypotenuse. Don’t worry about the text that is already on the pyramid – that will be hidden when you fold it up.

10/30/2014

Today was a pretty interesting day that showed a great amount of maturity in my students. I honestly was really impressed with the comments that people made.

First, we printed the lyrics to Marvin Gaye’s “Let’s Get in On”, listened to the song, and highlighted persuasive language in BLUE and highlighted references to TIME in yellow. Answer the three questions and drop off your highlighted lyrics (if you were absent so I can give you credit for highlighting along with the three questions).

Let's Get It On

We talked about the speaker and his audience (a girl) and analyzed that relationship. We highlighted evidence of carpe diem (time) in the poem, highlighted IRONY in the song, and highlighted references to LOVE in the song. We also specifically talked about how the song was contradictory and how it related to TIME (“stop beating ’round the bush”, and “this minute”).

We talked about consent, and how the audience in the song has obviously NOT given consent.

Students then sat there puzzled as to why we listened to that song, so we read “To His Coy Mistress” to explain. It’s the original “Let’s Get It On”, just much creepier.

You can download my notes in a Word document so you don’t have to copy notes. Just save it wherever you save my stuff.

Coy Mistress Coy Mistress2

Lastly, we did the Syllogism Pyramid foldable. You can find the template in LMS.

For each triangle, create a text box and write the following:

  • If… (1st stanza – lines 1-20) + image
  • But… (2nd stanza – lines 21-32) + image
  • So… (3rd stanza – lines 33-46) + image

You will need to ROTATE the text box. Grab the little green ball and turn it. Make sure that the text box faces the hypotenuse. Don’t worry about the text that is already on the pyramid – that will be hidden when you fold it up.

We finished up the day with some extra time to finish the To the Virgins Discussion Board! Hooray!

4/3/14

Today was a pretty interesting day that showed a great amount of maturity in my students. I honestly was really impressed with the comments that people made.

First, we printed the lyrics to Marvin Gaye’s “Let’s Get in On”, listened to the song, and highlighted persuasive language in BLUE and highlighted references to TIME in yellow. Answer the three questions and drop off your highlighted lyrics (if you were absent so I can give you credit for highlighting).

Let's Get It On

We talked about the speaker and his audience (a girl) and analyzed that relationship. We highlighted evidence of carpe diem (time) in the poem, highlighted IRONY in the song, and highlighted references to LOVE in the song. We also specifically talked about how the song was contradictory and how it related to TIME (“stop beating ’round the bush”, and “this minute”).

We talked about consent, and how the audience in the song has obviously NOT given consent.

Students then sat there puzzled as to why we listened to that song, so we read “To His Coy Mistress” to explain. It’s the original “Let’s Get It On”, just much creepier.

Coy Mistress Coy Mistress2

Lastly, we did the Syllogism Pyramid foldable. You can find the template in LMS.

For each triangle, create a text box and write the following:

  • If… (1st stanza – lines 1-20) + image
  • But… (2nd stanza – lines 21-32) + image
  • So… (3rd stanza – lines 33-46) + image

You will need to ROTATE the text box. Grab the little green ball and turn it. Make sure that the text box faces the hypotenuse. Don’t worry about the text that is already on the pyramid – that will be hidden when you fold it up.

4/4/2013

April 4th. It’s my dad’s birthday. I guess I need to call him. Maybe I’ll read the poem from yesterday to him and see how HE likes it!

Today, we read/listened to Let’s Get it On by Marvin Gaye. We talked about the speaker and his audience (a girl) and analyzed that relationship. We highlighted evidence of carpe diem (time) in the poem, highlighted IRONY in the song, and highlighted references to LOVE in the song. We also specifically talked about how the song was contradictory and how it related to TIME (“stop beating ’round the bush”, and “this minute”).

 

Then, we read To His Coy Mistress. Make sure you get the notes from the blog or another student. The poem is a syllogism – a form of deductive reasoning, and it was also very similar to Let’s Get it On.

We create a Venn diagram comparing To His Coy Mistress with Let’s Get it On. I’m grading this based on QUALITY, not QUANTITY. Make sure you focus on significant similarities and differences.

Lastly, we did the Syllogism Pyramid foldable. You can find the template in LMS.

For each triangle, create a text box and write the following:

  • If… (1st stanza – lines 1-20) + image
  • But… (2nd stanza – lines 21-32) + image
  • So… (3rd stanza – lines 33-46) + image

You will need to ROTATE the text box. Grab the little green ball and turn it. Make sure that the text box faces the hypotenuse. Don’t worry about the text that is already on the pyramid – that will be hidden when you fold it up.

IV – 11/2/2012

Today, Riley creeped us all out by playing Marvin Gaye’s “Let Get It On”. There is a Discussion Board in LMS with questions for you to answer. Make sure you answer all of them – just hit Post New Reply.

We then read “To His Coy Mistress” – get the annotations from someone else in class who write them all down.

We also read “To the Virgins, to Make Much of Time” – get the annotations from someone else in class who write them all down.

We finished the day by doing the syllogisim – there are instructions for that in LMS. I’ll give you a hint: Sentence #1 starts with IF… Sentence #2 starts with BUT, and sentence #3 starts with THEREFORE.

Make sure that you keep the paper product and you drop off the digital file.

3/28/2012

Today, we started out doing the Carpe Diem foldables. For each sentence, translate it into a short sentence that makes sense. The first sentence the class translated as “We shouldn’t know our future, so don’t bother to ask.” You do the next three and add an image.

Then, we listened to Riley’s story about Making Time Count and the sister-in-law’s lingerie.

Next, we listened to Marvin Gay’s “Let’s Get it On” and discussed how it was a carpe diem poem – specifically, how it was contradictory and how it related to TIME (“stop beating ’round the bush”, and “this minute”). She asked if we thought that she’d get in trouble if Mrs. Ekster came in and we were playing this song.

We then read “To His Coy Mistress” and took notes over OneNote. The poem is a syllogism – a form of deductive reasoning. This was kind of a creepy poem. Make sure you get the notes.

We did a foldable (in LMS) that turned the poem’s syllogism into a pyramid.

For each triangle, write the following:

  • If… (1st stanza – lines 1-20) + image
  • But… (2nd stanza – lines 21-32) + image
  • So… (3rd stanza – lines 33-46) + image

Make sure you follow the instructions in the PowerPoint – rotate text and put your name on it. Drop it off in the drop box and Riley will print it in color so you can make a pretty foldable.