Name acrostic

1. Sonnet:

• Definition: A 14-line poem, often expressing love or deep emotion, with various rhyme schemes.
  
• Example: Write a sonnet exploring the theme of unrequited love.
  

1. Haiku:

• Definition: A traditional Japanese poem with three lines and a 5-7-5 syllable count.
  
• Example: Craft a haiku capturing the essence of a serene moment in nature.
  

1. Villanelle:

• Definition: A 19-line poem with five tercets followed by a quatrain, using repeated lines.
  
• Example: Create a villanelle about the passage of time and its impact on memories.
  

1. Limerick:

• Definition: A humorous, five-line poem with a distinctive rhythm (AABBA).
  
• Example: Compose a limerick about a quirky character or situation.
  

1. Free Verse:

• Definition: Poetry with no set rhyme scheme or meter, allowing for free expression.
  
• Example: Write a free verse poem exploring the complexities of human relationships.
  

1. Acrostic:

• Definition: A poem where the first letter of each line spells out a word or message.
  
• Example: Create an acrostic using your name, describing your personality or aspirations.
  

1. Ghazal:

• Definition: A poetic form with rhyming couplets and a repeating refrain.
  
• Example: Craft a ghazal expressing the bittersweet nature of love and longing.
  

1. Tanka:

• Definition: A Japanese poem with five lines and a 5-7-5-7-7 syllable count.
  
• Example: Write a tanka capturing the fleeting beauty of a sunset.
  

1. *Cinquain:

• Definition: A five-line poem with a specific syllable count per line (2-4-6-8-2).
  
• Example: Create a cinquain describing the essence of a quiet winter evening.
  

1. Pantoum:

- *Definition:* A poem with repeating lines and a specific pattern, often used for reflection. - *Example:* Craft a pantoum exploring the cyclical nature of life and change. 

Week 1: Introduction to Poetry and Sonnets
Day 1: Overview of Poetry Styles - Activity: Icebreaker - Introduce yourself through a poetic name acrostic. - Lecture: Brief history of poetry, introduction to various styles. - Discussion: What draws you to poetry? Share your favorite poems.
Day 2: Understanding Sonnets - Activity: Analyze a classic sonnet together. - Lecture: Explanation of sonnet structure (Shakespearean and Petrarchan). - Discussion: Share initial impressions and feelings about sonnets.
Day 3: Writing Exercise - Crafting a Sonnet - Activity: Break down sonnet structure with examples. - Assignment: Write a sonnet exploring a personal experience or emotion. - Vocabulary Words: Quatrain, Couplet, Volta.
Day 4: Peer Review and Feedback - Activity: Peer review workshop for sonnets. - Lecture: Discuss common challenges and strategies in sonnet writing. - Discussion: Share insights gained from reviewing peers' work.
Day 5: Recap and Reflection - Activity: Reflect on the week's lessons and exercises. - Lecture: Overview of upcoming weeks. - Assignment: Write a short reflection on what you've learned about poetry and sonnets.
Study Guide Questions for Week 1: 1. What is the basic structure of a sonnet? 2. Compare and contrast Shakespearean and Petrarchan sonnets. 3. How does the volta contribute to the meaning of a sonnet? 4. Discuss the role of rhyme and meter in sonnets. 5. Explore your personal connection to poetry. What emotions or themes resonate with you?
Quiz: A short quiz assessing understanding of sonnet structure, key terms, and the historical context of poetry.
Week 2: Embracing Haiku and Villanelle
Day 1: Understanding Haiku - Activity: Analyze classic haikus. - Lecture: Explain the traditional structure and themes of haikus. - Discussion: Share thoughts on the simplicity and depth of haikus.
Day 2: Crafting Haikus - Activity: Write haikus individually. - Lecture: Discuss the significance of nature in haikus. - Discussion: Share and discuss individual haikus.
Day 3: Unraveling the Villanelle - Activity: Analyze a famous villanelle. - Lecture: Explore the structure and repetition in villanelles. - Discussion: Discuss the impact of repeated lines on the overall theme.
Day 4: Writing Exercise - Composing a Villanelle - Activity: Break down the process of crafting a villanelle. - Assignment: Write a villanelle on the theme of memory or loss. - Vocabulary Words: Tercet, Refrain, Envoi.
Day 5: Peer Review and Feedback - Activity: Peer review workshop for villanelles. - Lecture: Discuss the challenges and beauty of crafting repetitive forms. - Discussion: Share insights gained from reviewing peers' villanelles.
Study Guide Questions for Week 2: 1. What defines a haiku? Discuss its structure and thematic elements. 2. Explore the cultural significance of nature in haikus. 3. What is the structure of a villanelle, and how does repetition contribute to its impact? 4. Discuss the emotions evoked by repeated lines in a villanelle. 5. Reflect on the process of crafting a villanelle. What challenges did you face?
Quiz: Assessment on the understanding of haikus, villanelles, and the effective use of repetition in poetry.

Week 3: Limericks and the Art of Humor
Day 1: Decoding Limericks - Activity: Analyze classic limericks for rhythm and humor. - Lecture: Discuss the AABBA rhyme scheme and distinctive rhythm. - Discussion: Share favorite humorous poems and discuss elements that make them funny.
Day 2: Crafting Limericks with Wit - Activity: Write limericks individually, focusing on humor and rhythm. - Lecture: Explore the balance of humor and structure in limericks. - Discussion: Share and discuss individual limericks, highlighting successful elements.
Day 3: Understanding Free Verse - Activity: Analyze free verse poems for structure and expression. - Lecture: Introduce the concept of free verse and its flexibility. - Discussion: Discuss the liberation and challenges of writing without a strict structure.
Day 4: Writing Exercise - Expressing Emotions in Free Verse - Activity: Explore emotions and write a free verse poem. - Assignment: Craft a free verse poem exploring a personal experience or emotion. - Vocabulary Words: Enjambment, Cadence, Anapest.
Day 5: Peer Review and Feedback - Activity: Peer review workshop for free verse poems. - Lecture: Discuss the artistic freedom and impact of free verse. - Discussion: Share insights gained from reviewing peers' free verse poems.
Study Guide Questions for Week 3: 1. What defines a limerick, and how does its rhythm contribute to its humor? 2. Discuss the importance of the AABBA rhyme scheme in limericks. 3. How does free verse differ from structured forms of poetry? 4. Explore the challenges and benefits of writing without a strict form in free verse. 5. Reflect on the emotions and experiences expressed in your free verse poem.
Quiz: Assessment on limericks, the AABBA rhyme scheme, and the principles of free verse.
Week 4: Free Verse and Acrostic Poetry
Day 1: Embracing Free Verse - Activity: Analyze diverse free verse poems for individual expression. - Lecture: Discuss famous free verse poets and their impact on the genre. - Discussion: Share personal reactions to the artistic freedom of free verse.
Day 2: Crafting Emotion in Free Verse - Activity: Write a free verse poem expressing a specific emotion. - Lecture: Explore the role of emotions in free verse and the use of vivid imagery. - Discussion: Share and discuss individual poems, highlighting emotional impact.
Day 3: Understanding Acrostic Poetry - Activity: Analyze acrostic poems for clever wordplay. - Lecture: Explain the concept of acrostic poetry and its various forms. - Discussion: Share examples of creative acrostic poems.
Day 4: Writing Exercise - Personal Acrostic - Activity: Craft an acrostic poem using your name or a chosen word. - Assignment: Write an acrostic poem exploring a theme or concept. - Vocabulary Words: Strophe, Stanza, Consonance.
Day 5: Peer Review and Feedback - Activity: Peer review workshop for acrostic poems. - Lecture: Discuss the playfulness and creativity of acrostic poetry. - Discussion: Share insights gained from reviewing peers' acrostic poems.
Study Guide Questions for Week 4: 1. Explore the role of emotions in free verse poetry. How does it differ from structured forms? 2. Discuss the impact of vivid imagery in free verse. How does it contribute to the overall message? 3. What defines acrostic poetry, and how is it different from other forms? 4. How can clever wordplay enhance the impact of an acrostic poem? 5. Reflect on the creative process and thematic exploration in your acrostic poem.
Quiz: Assessment on understanding free verse, emotional expression in poetry, and the principles of acrostic poetry.

1. Sonnet:

• Definition: A 14-line poem, often expressing love or deep emotion, with various rhyme schemes.
  
• Example: Write a sonnet exploring the theme of unrequited love.
  

1. Haiku:

• Definition: A traditional Japanese poem with three lines and a 5-7-5 syllable count.
  
• Example: Craft a haiku capturing the essence of a serene moment in nature.
  

1. Villanelle:

• Definition: A 19-line poem with five tercets followed by a quatrain, using repeated lines.
  
• Example: Create a villanelle about the passage of time and its impact on memories.
  

1. Limerick:

• Definition: A humorous, five-line poem with a distinctive rhythm (AABBA).
  
• Example: Compose a limerick about a quirky character or situation.
  

1. Free Verse:

• Definition: Poetry with no set rhyme scheme or meter, allowing for free expression.
  
• Example: Write a free verse poem exploring the complexities of human relationships.
  

1. Acrostic:

• Definition: A poem where the first letter of each line spells out a word or message.
  
• Example: Create an acrostic using your name, describing your personality or aspirations.
  

1. Ghazal:

• Definition: A poetic form with rhyming couplets and a repeating refrain.
  
• Example: Craft a ghazal expressing the bittersweet nature of love and longing.
  

1. Tanka:

• Definition: A Japanese poem with five lines and a 5-7-5-7-7 syllable count.
  
• Example: Write a tanka capturing the fleeting beauty of a sunset.
  

1. *Cinquain:

• Definition: A five-line poem with a specific syllable count per line (2-4-6-8-2).
  
• Example: Create a cinquain describing the essence of a quiet winter evening.
  

1. Pantoum:

- *Definition:* A poem with repeating lines and a specific pattern, often used for reflection. - *Example:* Craft a pantoum exploring the cyclical nature of life and change. 

Week 1: Introduction to Poetry and Sonnets
Day 1: Overview of Poetry Styles - Activity: Icebreaker - Introduce yourself through a poetic name acrostic. - Lecture: Brief history of poetry, introduction to various styles. - Discussion: What draws you to poetry? Share your favorite poems.
Day 2: Understanding Sonnets - Activity: Analyze a classic sonnet together. - Lecture: Explanation of sonnet structure (Shakespearean and Petrarchan). - Discussion: Share initial impressions and feelings about sonnets.
Day 3: Writing Exercise - Crafting a Sonnet - Activity: Break down sonnet structure with examples. - Assignment: Write a sonnet exploring a personal experience or emotion. - Vocabulary Words: Quatrain, Couplet, Volta.
Day 4: Peer Review and Feedback - Activity: Peer review workshop for sonnets. - Lecture: Discuss common challenges and strategies in sonnet writing. - Discussion: Share insights gained from reviewing peers' work.
Day 5: Recap and Reflection - Activity: Reflect on the week's lessons and exercises. - Lecture: Overview of upcoming weeks. - Assignment: Write a short reflection on what you've learned about poetry and sonnets.
Study Guide Questions for Week 1: 1. What is the basic structure of a sonnet? 2. Compare and contrast Shakespearean and Petrarchan sonnets. 3. How does the volta contribute to the meaning of a sonnet? 4. Discuss the role of rhyme and meter in sonnets. 5. Explore your personal connection to poetry. What emotions or themes resonate with you?
Quiz: A short quiz assessing understanding of sonnet structure, key terms, and the historical context of poetry.
Week 2: Embracing Haiku and Villanelle
Day 1: Understanding Haiku - Activity: Analyze classic haikus. - Lecture: Explain the traditional structure and themes of haikus. - Discussion: Share thoughts on the simplicity and depth of haikus.
Day 2: Crafting Haikus - Activity: Write haikus individually. - Lecture: Discuss the significance of nature in haikus. - Discussion: Share and discuss individual haikus.
Day 3: Unraveling the Villanelle - Activity: Analyze a famous villanelle. - Lecture: Explore the structure and repetition in villanelles. - Discussion: Discuss the impact of repeated lines on the overall theme.
Day 4: Writing Exercise - Composing a Villanelle - Activity: Break down the process of crafting a villanelle. - Assignment: Write a villanelle on the theme of memory or loss. - Vocabulary Words: Tercet, Refrain, Envoi.
Day 5: Peer Review and Feedback - Activity: Peer review workshop for villanelles. - Lecture: Discuss the challenges and beauty of crafting repetitive forms. - Discussion: Share insights gained from reviewing peers' villanelles.
Study Guide Questions for Week 2: 1. What defines a haiku? Discuss its structure and thematic elements. 2. Explore the cultural significance of nature in haikus. 3. What is the structure of a villanelle, and how does repetition contribute to its impact? 4. Discuss the emotions evoked by repeated lines in a villanelle. 5. Reflect on the process of crafting a villanelle. What challenges did you face?
Quiz: Assessment on the understanding of haikus, villanelles, and the effective use of repetition in poetry.

Week 3: Limericks and the Art of Humor
Day 1: Decoding Limericks - Activity: Analyze classic limericks for rhythm and humor. - Lecture: Discuss the AABBA rhyme scheme and distinctive rhythm. - Discussion: Share favorite humorous poems and discuss elements that make them funny.
Day 2: Crafting Limericks with Wit - Activity: Write limericks individually, focusing on humor and rhythm. - Lecture: Explore the balance of humor and structure in limericks. - Discussion: Share and discuss individual limericks, highlighting successful elements.
Day 3: Understanding Free Verse - Activity: Analyze free verse poems for structure and expression. - Lecture: Introduce the concept of free verse and its flexibility. - Discussion: Discuss the liberation and challenges of writing without a strict structure.
Day 4: Writing Exercise - Expressing Emotions in Free Verse - Activity: Explore emotions and write a free verse poem. - Assignment: Craft a free verse poem exploring a personal experience or emotion. - Vocabulary Words: Enjambment, Cadence, Anapest.
Day 5: Peer Review and Feedback - Activity: Peer review workshop for free verse poems. - Lecture: Discuss the artistic freedom and impact of free verse. - Discussion: Share insights gained from reviewing peers' free verse poems.
Study Guide Questions for Week 3: 1. What defines a limerick, and how does its rhythm contribute to its humor? 2. Discuss the importance of the AABBA rhyme scheme in limericks. 3. How does free verse differ from structured forms of poetry? 4. Explore the challenges and benefits of writing without a strict form in free verse. 5. Reflect on the emotions and experiences expressed in your free verse poem.
Quiz: Assessment on limericks, the AABBA rhyme scheme, and the principles of free verse.
Week 4: Free Verse and Acrostic Poetry
Day 1: Embracing Free Verse - Activity: Analyze diverse free verse poems for individual expression. - Lecture: Discuss famous free verse poets and their impact on the genre. - Discussion: Share personal reactions to the artistic freedom of free verse.
Day 2: Crafting Emotion in Free Verse - Activity: Write a free verse poem expressing a specific emotion. - Lecture: Explore the role of emotions in free verse and the use of vivid imagery. - Discussion: Share and discuss individual poems, highlighting emotional impact.
Day 3: Understanding Acrostic Poetry - Activity: Analyze acrostic poems for clever wordplay. - Lecture: Explain the concept of acrostic poetry and its various forms. - Discussion: Share examples of creative acrostic poems.
Day 4: Writing Exercise - Personal Acrostic - Activity: Craft an acrostic poem using your name or a chosen word. - Assignment: Write an acrostic poem exploring a theme or concept. - Vocabulary Words: Strophe, Stanza, Consonance.
Day 5: Peer Review and Feedback - Activity: Peer review workshop for acrostic poems. - Lecture: Discuss the playfulness and creativity of acrostic poetry. - Discussion: Share insights gained from reviewing peers' acrostic poems.
Study Guide Questions for Week 4: 1. Explore the role of emotions in free verse poetry. How does it differ from structured forms? 2. Discuss the impact of vivid imagery in free verse. How does it contribute to the overall message? 3. What defines acrostic poetry, and how is it different from other forms? 4. How can clever wordplay enhance the impact of an acrostic poem? 5. Reflect on the creative process and thematic exploration in your acrostic poem.
Quiz: Assessment on understanding free verse, emotional expression in poetry, and the principles of acrostic poetry.

1. Sonnet:

• Definition: A 14-line poem, often expressing love or deep emotion, with various rhyme schemes.
  
• Example: Write a sonnet exploring the theme of unrequited love.
  

1. Haiku:

• Definition: A traditional Japanese poem with three lines and a 5-7-5 syllable count.
  
• Example: Craft a haiku capturing the essence of a serene moment in nature.
  

1. Villanelle:

• Definition: A 19-line poem with five tercets followed by a quatrain, using repeated lines.
  
• Example: Create a villanelle about the passage of time and its impact on memories.
  

1. Limerick:

• Definition: A humorous, five-line poem with a distinctive rhythm (AABBA).
  
• Example: Compose a limerick about a quirky character or situation.
  

1. Free Verse:

• Definition: Poetry with no set rhyme scheme or meter, allowing for free expression.
  
• Example: Write a free verse poem exploring the complexities of human relationships.
  

1. Acrostic:

• Definition: A poem where the first letter of each line spells out a word or message.
  
• Example: Create an acrostic using your name, describing your personality or aspirations.
  

1. Ghazal:

• Definition: A poetic form with rhyming couplets and a repeating refrain.
  
• Example: Craft a ghazal expressing the bittersweet nature of love and longing.
  

1. Tanka:

• Definition: A Japanese poem with five lines and a 5-7-5-7-7 syllable count.
  
• Example: Write a tanka capturing the fleeting beauty of a sunset.
  

1. *Cinquain:

• Definition: A five-line poem with a specific syllable count per line (2-4-6-8-2).
  
• Example: Create a cinquain describing the essence of a quiet winter evening.
  

1. Pantoum:

- *Definition:* A poem with repeating lines and a specific pattern, often used for reflection. - *Example:* Craft a pantoum exploring the cyclical nature of life and change. 

Next month will mark a year since I first met you. I felt something I had never felt before. It was so real, so ancient. I’ll never know if it was love, just admiration, a past life history, or what. It was so unexpected and unconventional, that I wrote a poem about you that very night. It was an acrostic poem that spelled out your name and all the ways you immediately knocked me off my feet out of nowhere. The pedestal that I placed you on was awfully high. I’ll never know why you felt the need to betray me like you did. And I’ll never know if you were just a two faced person the whole time. And then you lied about it, like I am stupid enough to believe your excuse. I think that hurt even worse. You said you want the world to be a better place, but at the same time, you try to destroy good people trying to do good things in it. Why?!?! 💔 What do people gain from being like this? It honestly turned out to be a blessing in disguise. Your pedestal collapsed like an imploded building. When the dust and ash settled, I dug my heart out of the rubble, patched it up & carried on. Like I always do. Trust is everything to me. I have no ill will toward you. I hope the very best for you still.

Week 1: Introduction to Poetry and Sonnets
Day 1: Overview of Poetry Styles - Activity: Icebreaker - Introduce yourself through a poetic name acrostic. - Lecture: Brief history of poetry, introduction to various styles. - Discussion: What draws you to poetry? Share your favorite poems.
Day 2: Understanding Sonnets - Activity: Analyze a classic sonnet together. - Lecture: Explanation of sonnet structure (Shakespearean and Petrarchan). - Discussion: Share initial impressions and feelings about sonnets.
Day 3: Writing Exercise - Crafting a Sonnet - Activity: Break down sonnet structure with examples. - Assignment: Write a sonnet exploring a personal experience or emotion. - Vocabulary Words: Quatrain, Couplet, Volta.
Day 4: Peer Review and Feedback - Activity: Peer review workshop for sonnets. - Lecture: Discuss common challenges and strategies in sonnet writing. - Discussion: Share insights gained from reviewing peers' work.
Day 5: Recap and Reflection - Activity: Reflect on the week's lessons and exercises. - Lecture: Overview of upcoming weeks. - Assignment: Write a short reflection on what you've learned about poetry and sonnets.
Study Guide Questions for Week 1: 1. What is the basic structure of a sonnet? 2. Compare and contrast Shakespearean and Petrarchan sonnets. 3. How does the volta contribute to the meaning of a sonnet? 4. Discuss the role of rhyme and meter in sonnets. 5. Explore your personal connection to poetry. What emotions or themes resonate with you?
Quiz: A short quiz assessing understanding of sonnet structure, key terms, and the historical context of poetry.
Week 2: Embracing Haiku and Villanelle
Day 1: Understanding Haiku - Activity: Analyze classic haikus. - Lecture: Explain the traditional structure and themes of haikus. - Discussion: Share thoughts on the simplicity and depth of haikus.
Day 2: Crafting Haikus - Activity: Write haikus individually. - Lecture: Discuss the significance of nature in haikus. - Discussion: Share and discuss individual haikus.
Day 3: Unraveling the Villanelle - Activity: Analyze a famous villanelle. - Lecture: Explore the structure and repetition in villanelles. - Discussion: Discuss the impact of repeated lines on the overall theme.
Day 4: Writing Exercise - Composing a Villanelle - Activity: Break down the process of crafting a villanelle. - Assignment: Write a villanelle on the theme of memory or loss. - Vocabulary Words: Tercet, Refrain, Envoi.
Day 5: Peer Review and Feedback - Activity: Peer review workshop for villanelles. - Lecture: Discuss the challenges and beauty of crafting repetitive forms. - Discussion: Share insights gained from reviewing peers' villanelles.
Study Guide Questions for Week 2: 1. What defines a haiku? Discuss its structure and thematic elements. 2. Explore the cultural significance of nature in haikus. 3. What is the structure of a villanelle, and how does repetition contribute to its impact? 4. Discuss the emotions evoked by repeated lines in a villanelle. 5. Reflect on the process of crafting a villanelle. What challenges did you face?
Quiz: Assessment on the understanding of haikus, villanelles, and the effective use of repetition in poetry.

Week 3: Limericks and the Art of Humor
Day 1: Decoding Limericks - Activity: Analyze classic limericks for rhythm and humor. - Lecture: Discuss the AABBA rhyme scheme and distinctive rhythm. - Discussion: Share favorite humorous poems and discuss elements that make them funny.
Day 2: Crafting Limericks with Wit - Activity: Write limericks individually, focusing on humor and rhythm. - Lecture: Explore the balance of humor and structure in limericks. - Discussion: Share and discuss individual limericks, highlighting successful elements.
Day 3: Understanding Free Verse - Activity: Analyze free verse poems for structure and expression. - Lecture: Introduce the concept of free verse and its flexibility. - Discussion: Discuss the liberation and challenges of writing without a strict structure.
Day 4: Writing Exercise - Expressing Emotions in Free Verse - Activity: Explore emotions and write a free verse poem. - Assignment: Craft a free verse poem exploring a personal experience or emotion. - Vocabulary Words: Enjambment, Cadence, Anapest.
Day 5: Peer Review and Feedback - Activity: Peer review workshop for free verse poems. - Lecture: Discuss the artistic freedom and impact of free verse. - Discussion: Share insights gained from reviewing peers' free verse poems.
Study Guide Questions for Week 3: 1. What defines a limerick, and how does its rhythm contribute to its humor? 2. Discuss the importance of the AABBA rhyme scheme in limericks. 3. How does free verse differ from structured forms of poetry? 4. Explore the challenges and benefits of writing without a strict form in free verse. 5. Reflect on the emotions and experiences expressed in your free verse poem.
Quiz: Assessment on limericks, the AABBA rhyme scheme, and the principles of free verse.
Week 4: Free Verse and Acrostic Poetry
Day 1: Embracing Free Verse - Activity: Analyze diverse free verse poems for individual expression. - Lecture: Discuss famous free verse poets and their impact on the genre. - Discussion: Share personal reactions to the artistic freedom of free verse.
Day 2: Crafting Emotion in Free Verse - Activity: Write a free verse poem expressing a specific emotion. - Lecture: Explore the role of emotions in free verse and the use of vivid imagery. - Discussion: Share and discuss individual poems, highlighting emotional impact.
Day 3: Understanding Acrostic Poetry - Activity: Analyze acrostic poems for clever wordplay. - Lecture: Explain the concept of acrostic poetry and its various forms. - Discussion: Share examples of creative acrostic poems.
Day 4: Writing Exercise - Personal Acrostic - Activity: Craft an acrostic poem using your name or a chosen word. - Assignment: Write an acrostic poem exploring a theme or concept. - Vocabulary Words: Strophe, Stanza, Consonance.
Day 5: Peer Review and Feedback - Activity: Peer review workshop for acrostic poems. - Lecture: Discuss the playfulness and creativity of acrostic poetry. - Discussion: Share insights gained from reviewing peers' acrostic poems.
Study Guide Questions for Week 4: 1. Explore the role of emotions in free verse poetry. How does it differ from structured forms? 2. Discuss the impact of vivid imagery in free verse. How does it contribute to the overall message? 3. What defines acrostic poetry, and how is it different from other forms? 4. How can clever wordplay enhance the impact of an acrostic poem? 5. Reflect on the creative process and thematic exploration in your acrostic poem.
Quiz: Assessment on understanding free verse, emotional expression in poetry, and the principles of acrostic poetry.

1. Sonnet:

• Definition: A 14-line poem, often expressing love or deep emotion, with various rhyme schemes.
  
• Example: Write a sonnet exploring the theme of unrequited love.
  

1. Haiku:

• Definition: A traditional Japanese poem with three lines and a 5-7-5 syllable count.
  
• Example: Craft a haiku capturing the essence of a serene moment in nature.
  

1. Villanelle:

• Definition: A 19-line poem with five tercets followed by a quatrain, using repeated lines.
  
• Example: Create a villanelle about the passage of time and its impact on memories.
  

1. Limerick:

• Definition: A humorous, five-line poem with a distinctive rhythm (AABBA).
  
• Example: Compose a limerick about a quirky character or situation.
  

1. Free Verse:

• Definition: Poetry with no set rhyme scheme or meter, allowing for free expression.
  
• Example: Write a free verse poem exploring the complexities of human relationships.
  

1. Acrostic:

• Definition: A poem where the first letter of each line spells out a word or message.
  
• Example: Create an acrostic using your name, describing your personality or aspirations.
  

1. Ghazal:

• Definition: A poetic form with rhyming couplets and a repeating refrain.
  
• Example: Craft a ghazal expressing the bittersweet nature of love and longing.
  

1. Tanka:

• Definition: A Japanese poem with five lines and a 5-7-5-7-7 syllable count.
  
• Example: Write a tanka capturing the fleeting beauty of a sunset.
  

1. *Cinquain:

• Definition: A five-line poem with a specific syllable count per line (2-4-6-8-2).
  
• Example: Create a cinquain describing the essence of a quiet winter evening.
  

1. Pantoum:

- *Definition:* A poem with repeating lines and a specific pattern, often used for reflection. - *Example:* Craft a pantoum exploring the cyclical nature of life and change. 

Week 1: Introduction to Poetry and Sonnets
Day 1: Overview of Poetry Styles - Activity: Icebreaker - Introduce yourself through a poetic name acrostic. - Lecture: Brief history of poetry, introduction to various styles. - Discussion: What draws you to poetry? Share your favorite poems.
Day 2: Understanding Sonnets - Activity: Analyze a classic sonnet together. - Lecture: Explanation of sonnet structure (Shakespearean and Petrarchan). - Discussion: Share initial impressions and feelings about sonnets.
Day 3: Writing Exercise - Crafting a Sonnet - Activity: Break down sonnet structure with examples. - Assignment: Write a sonnet exploring a personal experience or emotion. - Vocabulary Words: Quatrain, Couplet, Volta.
Day 4: Peer Review and Feedback - Activity: Peer review workshop for sonnets. - Lecture: Discuss common challenges and strategies in sonnet writing. - Discussion: Share insights gained from reviewing peers' work.
Day 5: Recap and Reflection - Activity: Reflect on the week's lessons and exercises. - Lecture: Overview of upcoming weeks. - Assignment: Write a short reflection on what you've learned about poetry and sonnets.
Study Guide Questions for Week 1: 1. What is the basic structure of a sonnet? 2. Compare and contrast Shakespearean and Petrarchan sonnets. 3. How does the volta contribute to the meaning of a sonnet? 4. Discuss the role of rhyme and meter in sonnets. 5. Explore your personal connection to poetry. What emotions or themes resonate with you?
Quiz: A short quiz assessing understanding of sonnet structure, key terms, and the historical context of poetry.
Week 2: Embracing Haiku and Villanelle
Day 1: Understanding Haiku - Activity: Analyze classic haikus. - Lecture: Explain the traditional structure and themes of haikus. - Discussion: Share thoughts on the simplicity and depth of haikus.
Day 2: Crafting Haikus - Activity: Write haikus individually. - Lecture: Discuss the significance of nature in haikus. - Discussion: Share and discuss individual haikus.
Day 3: Unraveling the Villanelle - Activity: Analyze a famous villanelle. - Lecture: Explore the structure and repetition in villanelles. - Discussion: Discuss the impact of repeated lines on the overall theme.
Day 4: Writing Exercise - Composing a Villanelle - Activity: Break down the process of crafting a villanelle. - Assignment: Write a villanelle on the theme of memory or loss. - Vocabulary Words: Tercet, Refrain, Envoi.
Day 5: Peer Review and Feedback - Activity: Peer review workshop for villanelles. - Lecture: Discuss the challenges and beauty of crafting repetitive forms. - Discussion: Share insights gained from reviewing peers' villanelles.
Study Guide Questions for Week 2: 1. What defines a haiku? Discuss its structure and thematic elements. 2. Explore the cultural significance of nature in haikus. 3. What is the structure of a villanelle, and how does repetition contribute to its impact? 4. Discuss the emotions evoked by repeated lines in a villanelle. 5. Reflect on the process of crafting a villanelle. What challenges did you face?
Quiz: Assessment on the understanding of haikus, villanelles, and the effective use of repetition in poetry.

Week 3: Limericks and the Art of Humor
Day 1: Decoding Limericks - Activity: Analyze classic limericks for rhythm and humor. - Lecture: Discuss the AABBA rhyme scheme and distinctive rhythm. - Discussion: Share favorite humorous poems and discuss elements that make them funny.
Day 2: Crafting Limericks with Wit - Activity: Write limericks individually, focusing on humor and rhythm. - Lecture: Explore the balance of humor and structure in limericks. - Discussion: Share and discuss individual limericks, highlighting successful elements.
Day 3: Understanding Free Verse - Activity: Analyze free verse poems for structure and expression. - Lecture: Introduce the concept of free verse and its flexibility. - Discussion: Discuss the liberation and challenges of writing without a strict structure.
Day 4: Writing Exercise - Expressing Emotions in Free Verse - Activity: Explore emotions and write a free verse poem. - Assignment: Craft a free verse poem exploring a personal experience or emotion. - Vocabulary Words: Enjambment, Cadence, Anapest.
Day 5: Peer Review and Feedback - Activity: Peer review workshop for free verse poems. - Lecture: Discuss the artistic freedom and impact of free verse. - Discussion: Share insights gained from reviewing peers' free verse poems.
Study Guide Questions for Week 3: 1. What defines a limerick, and how does its rhythm contribute to its humor? 2. Discuss the importance of the AABBA rhyme scheme in limericks. 3. How does free verse differ from structured forms of poetry? 4. Explore the challenges and benefits of writing without a strict form in free verse. 5. Reflect on the emotions and experiences expressed in your free verse poem.
Quiz: Assessment on limericks, the AABBA rhyme scheme, and the principles of free verse.
Week 4: Free Verse and Acrostic Poetry
Day 1: Embracing Free Verse - Activity: Analyze diverse free verse poems for individual expression. - Lecture: Discuss famous free verse poets and their impact on the genre. - Discussion: Share personal reactions to the artistic freedom of free verse.
Day 2: Crafting Emotion in Free Verse - Activity: Write a free verse poem expressing a specific emotion. - Lecture: Explore the role of emotions in free verse and the use of vivid imagery. - Discussion: Share and discuss individual poems, highlighting emotional impact.
Day 3: Understanding Acrostic Poetry - Activity: Analyze acrostic poems for clever wordplay. - Lecture: Explain the concept of acrostic poetry and its various forms. - Discussion: Share examples of creative acrostic poems.
Day 4: Writing Exercise - Personal Acrostic - Activity: Craft an acrostic poem using your name or a chosen word. - Assignment: Write an acrostic poem exploring a theme or concept. - Vocabulary Words: Strophe, Stanza, Consonance.
Day 5: Peer Review and Feedback - Activity: Peer review workshop for acrostic poems. - Lecture: Discuss the playfulness and creativity of acrostic poetry. - Discussion: Share insights gained from reviewing peers' acrostic poems.
Study Guide Questions for Week 4: 1. Explore the role of emotions in free verse poetry. How does it differ from structured forms? 2. Discuss the impact of vivid imagery in free verse. How does it contribute to the overall message? 3. What defines acrostic poetry, and how is it different from other forms? 4. How can clever wordplay enhance the impact of an acrostic poem? 5. Reflect on the creative process and thematic exploration in your acrostic poem.
Quiz: Assessment on understanding free verse, emotional expression in poetry, and the principles of acrostic poetry.

1. Sonnet:

• Definition: A 14-line poem, often expressing love or deep emotion, with various rhyme schemes.
  
• Example: Write a sonnet exploring the theme of unrequited love.
  

1. Haiku:

• Definition: A traditional Japanese poem with three lines and a 5-7-5 syllable count.
  
• Example: Craft a haiku capturing the essence of a serene moment in nature.
  

1. Villanelle:

• Definition: A 19-line poem with five tercets followed by a quatrain, using repeated lines.
  
• Example: Create a villanelle about the passage of time and its impact on memories.
  

1. Limerick:

• Definition: A humorous, five-line poem with a distinctive rhythm (AABBA).
  
• Example: Compose a limerick about a quirky character or situation.
  

1. Free Verse:

• Definition: Poetry with no set rhyme scheme or meter, allowing for free expression.
  
• Example: Write a free verse poem exploring the complexities of human relationships.
  

1. Acrostic:

• Definition: A poem where the first letter of each line spells out a word or message.
  
• Example: Create an acrostic using your name, describing your personality or aspirations.
  

1. Ghazal:

• Definition: A poetic form with rhyming couplets and a repeating refrain.
  
• Example: Craft a ghazal expressing the bittersweet nature of love and longing.
  

1. Tanka:

• Definition: A Japanese poem with five lines and a 5-7-5-7-7 syllable count.
  
• Example: Write a tanka capturing the fleeting beauty of a sunset.
  

1. *Cinquain:

• Definition: A five-line poem with a specific syllable count per line (2-4-6-8-2).
  
• Example: Create a cinquain describing the essence of a quiet winter evening.
  

1. Pantoum:

- *Definition:* A poem with repeating lines and a specific pattern, often used for reflection. - *Example:* Craft a pantoum exploring the cyclical nature of life and change. 

Week 1: Introduction to Poetry and Sonnets
Day 1: Overview of Poetry Styles - Activity: Icebreaker - Introduce yourself through a poetic name acrostic. - Lecture: Brief history of poetry, introduction to various styles. - Discussion: What draws you to poetry? Share your favorite poems.
Day 2: Understanding Sonnets - Activity: Analyze a classic sonnet together. - Lecture: Explanation of sonnet structure (Shakespearean and Petrarchan). - Discussion: Share initial impressions and feelings about sonnets.
Day 3: Writing Exercise - Crafting a Sonnet - Activity: Break down sonnet structure with examples. - Assignment: Write a sonnet exploring a personal experience or emotion. - Vocabulary Words: Quatrain, Couplet, Volta.
Day 4: Peer Review and Feedback - Activity: Peer review workshop for sonnets. - Lecture: Discuss common challenges and strategies in sonnet writing. - Discussion: Share insights gained from reviewing peers' work.
Day 5: Recap and Reflection - Activity: Reflect on the week's lessons and exercises. - Lecture: Overview of upcoming weeks. - Assignment: Write a short reflection on what you've learned about poetry and sonnets.
Study Guide Questions for Week 1: 1. What is the basic structure of a sonnet? 2. Compare and contrast Shakespearean and Petrarchan sonnets. 3. How does the volta contribute to the meaning of a sonnet? 4. Discuss the role of rhyme and meter in sonnets. 5. Explore your personal connection to poetry. What emotions or themes resonate with you?
Quiz: A short quiz assessing understanding of sonnet structure, key terms, and the historical context of poetry.
Week 2: Embracing Haiku and Villanelle
Day 1: Understanding Haiku - Activity: Analyze classic haikus. - Lecture: Explain the traditional structure and themes of haikus. - Discussion: Share thoughts on the simplicity and depth of haikus.
Day 2: Crafting Haikus - Activity: Write haikus individually. - Lecture: Discuss the significance of nature in haikus. - Discussion: Share and discuss individual haikus.
Day 3: Unraveling the Villanelle - Activity: Analyze a famous villanelle. - Lecture: Explore the structure and repetition in villanelles. - Discussion: Discuss the impact of repeated lines on the overall theme.
Day 4: Writing Exercise - Composing a Villanelle - Activity: Break down the process of crafting a villanelle. - Assignment: Write a villanelle on the theme of memory or loss. - Vocabulary Words: Tercet, Refrain, Envoi.
Day 5: Peer Review and Feedback - Activity: Peer review workshop for villanelles. - Lecture: Discuss the challenges and beauty of crafting repetitive forms. - Discussion: Share insights gained from reviewing peers' villanelles.
Study Guide Questions for Week 2: 1. What defines a haiku? Discuss its structure and thematic elements. 2. Explore the cultural significance of nature in haikus. 3. What is the structure of a villanelle, and how does repetition contribute to its impact? 4. Discuss the emotions evoked by repeated lines in a villanelle. 5. Reflect on the process of crafting a villanelle. What challenges did you face?
Quiz: Assessment on the understanding of haikus, villanelles, and the effective use of repetition in poetry.

Week 3: Limericks and the Art of Humor
Day 1: Decoding Limericks - Activity: Analyze classic limericks for rhythm and humor. - Lecture: Discuss the AABBA rhyme scheme and distinctive rhythm. - Discussion: Share favorite humorous poems and discuss elements that make them funny.
Day 2: Crafting Limericks with Wit - Activity: Write limericks individually, focusing on humor and rhythm. - Lecture: Explore the balance of humor and structure in limericks. - Discussion: Share and discuss individual limericks, highlighting successful elements.
Day 3: Understanding Free Verse - Activity: Analyze free verse poems for structure and expression. - Lecture: Introduce the concept of free verse and its flexibility. - Discussion: Discuss the liberation and challenges of writing without a strict structure.
Day 4: Writing Exercise - Expressing Emotions in Free Verse - Activity: Explore emotions and write a free verse poem. - Assignment: Craft a free verse poem exploring a personal experience or emotion. - Vocabulary Words: Enjambment, Cadence, Anapest.
Day 5: Peer Review and Feedback - Activity: Peer review workshop for free verse poems. - Lecture: Discuss the artistic freedom and impact of free verse. - Discussion: Share insights gained from reviewing peers' free verse poems.
Study Guide Questions for Week 3: 1. What defines a limerick, and how does its rhythm contribute to its humor? 2. Discuss the importance of the AABBA rhyme scheme in limericks. 3. How does free verse differ from structured forms of poetry? 4. Explore the challenges and benefits of writing without a strict form in free verse. 5. Reflect on the emotions and experiences expressed in your free verse poem.
Quiz: Assessment on limericks, the AABBA rhyme scheme, and the principles of free verse.
Week 4: Free Verse and Acrostic Poetry
Day 1: Embracing Free Verse - Activity: Analyze diverse free verse poems for individual expression. - Lecture: Discuss famous free verse poets and their impact on the genre. - Discussion: Share personal reactions to the artistic freedom of free verse.
Day 2: Crafting Emotion in Free Verse - Activity: Write a free verse poem expressing a specific emotion. - Lecture: Explore the role of emotions in free verse and the use of vivid imagery. - Discussion: Share and discuss individual poems, highlighting emotional impact.
Day 3: Understanding Acrostic Poetry - Activity: Analyze acrostic poems for clever wordplay. - Lecture: Explain the concept of acrostic poetry and its various forms. - Discussion: Share examples of creative acrostic poems.
Day 4: Writing Exercise - Personal Acrostic - Activity: Craft an acrostic poem using your name or a chosen word. - Assignment: Write an acrostic poem exploring a theme or concept. - Vocabulary Words: Strophe, Stanza, Consonance.
Day 5: Peer Review and Feedback - Activity: Peer review workshop for acrostic poems. - Lecture: Discuss the playfulness and creativity of acrostic poetry. - Discussion: Share insights gained from reviewing peers' acrostic poems.
Study Guide Questions for Week 4: 1. Explore the role of emotions in free verse poetry. How does it differ from structured forms? 2. Discuss the impact of vivid imagery in free verse. How does it contribute to the overall message? 3. What defines acrostic poetry, and how is it different from other forms? 4. How can clever wordplay enhance the impact of an acrostic poem? 5. Reflect on the creative process and thematic exploration in your acrostic poem.
Quiz: Assessment on understanding free verse, emotional expression in poetry, and the principles of acrostic poetry.

1. Sonnet:

• Definition: A 14-line poem, often expressing love or deep emotion, with various rhyme schemes.
  
• Example: Write a sonnet exploring the theme of unrequited love.
  

1. Haiku:

• Definition: A traditional Japanese poem with three lines and a 5-7-5 syllable count.
  
• Example: Craft a haiku capturing the essence of a serene moment in nature.
  

1. Villanelle:

• Definition: A 19-line poem with five tercets followed by a quatrain, using repeated lines.
  
• Example: Create a villanelle about the passage of time and its impact on memories.
  

1. Limerick:

• Definition: A humorous, five-line poem with a distinctive rhythm (AABBA).
  
• Example: Compose a limerick about a quirky character or situation.
  

1. Free Verse:

• Definition: Poetry with no set rhyme scheme or meter, allowing for free expression.
  
• Example: Write a free verse poem exploring the complexities of human relationships.
  

1. Acrostic:

• Definition: A poem where the first letter of each line spells out a word or message.
  
• Example: Create an acrostic using your name, describing your personality or aspirations.
  

1. Ghazal:

• Definition: A poetic form with rhyming couplets and a repeating refrain.
  
• Example: Craft a ghazal expressing the bittersweet nature of love and longing.
  

1. Tanka:

• Definition: A Japanese poem with five lines and a 5-7-5-7-7 syllable count.
  
• Example: Write a tanka capturing the fleeting beauty of a sunset.
  

1. *Cinquain:

• Definition: A five-line poem with a specific syllable count per line (2-4-6-8-2).
  
• Example: Create a cinquain describing the essence of a quiet winter evening.
  

1. Pantoum:

- *Definition:* A poem with repeating lines and a specific pattern, often used for reflection. - *Example:* Craft a pantoum exploring the cyclical nature of life and change. 

Week 1: Introduction to Poetry and Sonnets
Day 1: Overview of Poetry Styles - Activity: Icebreaker - Introduce yourself through a poetic name acrostic. - Lecture: Brief history of poetry, introduction to various styles. - Discussion: What draws you to poetry? Share your favorite poems.
Day 2: Understanding Sonnets - Activity: Analyze a classic sonnet together. - Lecture: Explanation of sonnet structure (Shakespearean and Petrarchan). - Discussion: Share initial impressions and feelings about sonnets.
Day 3: Writing Exercise - Crafting a Sonnet - Activity: Break down sonnet structure with examples. - Assignment: Write a sonnet exploring a personal experience or emotion. - Vocabulary Words: Quatrain, Couplet, Volta.
Day 4: Peer Review and Feedback - Activity: Peer review workshop for sonnets. - Lecture: Discuss common challenges and strategies in sonnet writing. - Discussion: Share insights gained from reviewing peers' work.
Day 5: Recap and Reflection - Activity: Reflect on the week's lessons and exercises. - Lecture: Overview of upcoming weeks. - Assignment: Write a short reflection on what you've learned about poetry and sonnets.
Study Guide Questions for Week 1: 1. What is the basic structure of a sonnet? 2. Compare and contrast Shakespearean and Petrarchan sonnets. 3. How does the volta contribute to the meaning of a sonnet? 4. Discuss the role of rhyme and meter in sonnets. 5. Explore your personal connection to poetry. What emotions or themes resonate with you?
Quiz: A short quiz assessing understanding of sonnet structure, key terms, and the historical context of poetry.
Week 2: Embracing Haiku and Villanelle
Day 1: Understanding Haiku - Activity: Analyze classic haikus. - Lecture: Explain the traditional structure and themes of haikus. - Discussion: Share thoughts on the simplicity and depth of haikus.
Day 2: Crafting Haikus - Activity: Write haikus individually. - Lecture: Discuss the significance of nature in haikus. - Discussion: Share and discuss individual haikus.
Day 3: Unraveling the Villanelle - Activity: Analyze a famous villanelle. - Lecture: Explore the structure and repetition in villanelles. - Discussion: Discuss the impact of repeated lines on the overall theme.
Day 4: Writing Exercise - Composing a Villanelle - Activity: Break down the process of crafting a villanelle. - Assignment: Write a villanelle on the theme of memory or loss. - Vocabulary Words: Tercet, Refrain, Envoi.
Day 5: Peer Review and Feedback - Activity: Peer review workshop for villanelles. - Lecture: Discuss the challenges and beauty of crafting repetitive forms. - Discussion: Share insights gained from reviewing peers' villanelles.
Study Guide Questions for Week 2: 1. What defines a haiku? Discuss its structure and thematic elements. 2. Explore the cultural significance of nature in haikus. 3. What is the structure of a villanelle, and how does repetition contribute to its impact? 4. Discuss the emotions evoked by repeated lines in a villanelle. 5. Reflect on the process of crafting a villanelle. What challenges did you face?
Quiz: Assessment on the understanding of haikus, villanelles, and the effective use of repetition in poetry.

Happy Fri-Yay Snarkers, hopefully this is a double header when it comes to the McBeardsleys. Of course, this is dependent on OfNostrils keeping to her Friday schedule. She has been erratic lately. But since last week’s recap got delayed due to reality biting, I hope to get this one done for the morning and then Episode 28 will be this evening. The title hides nothing, and informs us A.G. goes to the optometrist. Let’s jump in! *Note* I will be working on it tomorrow.
The Gropening lives on, unfortunately, but we quickly arrive at the kitchen nook table. The sunlight pours in the kitchen nook window as Giddy-Up and Austina eat apples for breakfast. Austina stretches and looks at her bowl. OfNostrils tells her she can have green apples after eating her oatmeal. Austina grunts a sigh and picks up a miniscule amount of oatmeal on her spoon. Giddy-Up struggles valiantly against the sunlight directly in his face. As he munches and crunches an apple wedge as OfNostrils asks him how many apple slices he has. He reaches out and counts to four. He goes back to squinting into the morning sunlight. Giddy-Up finally can’t take the sunlight anymore and gets up, telling his mother he’s not done eating as he gets up and spins away from the table. OfNostrils says he’s spilling the juice as he heads to the fridge. Austina looks confusedly at her mother before the view catches up with Giddy-Up putting his plate away. OfNostrils tells him to just put it on the counter. She continues to repeat herself before turning the camera to A.G. who is getting fed pumpkin. After watching him take another bite, we get to see a weird acrostic with the entire family’s names present on a chalkboard opposite the Deer God. Is this his list of people he needs to protect? OfNostrils chuckles at Giddy-Up making a loud noise that sounds like he fell. With a cheery “what did you do that for?” as she spins the camera to show A.G. turned around fully in his high chair to see what’s going on with his brother. From somewhere unseen, Giddy-Up says “I don’t know” as OfNostrils takes back control of the camera’s focus. She explains to us as Giddy-Up tries to yell a question to his mother, that A.G. has his first eye appointment today since Arkansan babies get their first visit free if they are under a year old. She is “so excited” and she doesn’t have any concerns. Apparently, OfNostrils was unaware of this as she only discovered it at Austina’s appointment. Since she hasn’t appeared in a pair of pink sparkly specs, I’m guessing she got Nostrils’ eagle-eye Nasa Grandpa sight genes. The scene shifts to a happy A.G. who smiles hugely, happy grunts and shows his almost half a dozen teeth.
Next, A.G. sits in the bathroom sink as Austina stands up next to him with a lipstick fully extended. OfNostrils says nope and uses her free hand to grab it from her daughter. She shows the whole scene, with Giddy-Up sitting with his feet in the second sink by the door. A.G. snags his mother’s Benefit CC Cream out of the make-up bag as she explains she has them all in here trying to get ready. Based on Giddy-Up’s bored face and the fact that Austina wasn’t trying to apply the lipstick to herself, my guess is that OfNostrils positioned them all and then started filming. “This is my reality” she sings as the older kids silently unpause to robotically pull things out of the makeup bag or, if you’re Giddy-Up you pull on the cord that has Austina’s Extensive Hairbow Collections. She says she had to bring them in here because they were playing in the toilet. I…well, I have questions. Giddy-Up, at 6 and Austina at 3.5 should be more than aware that playing in the toilet is gross and A.G. can’t walk yet. Giddy-Up does look a little like his fun was ruined and maybe it was Potions in the Potty time but no one else seems that upset. Austina looked like she was waiting for her cue, and TBH, I changed my mind, Giddy-Up looks more irritated at the fact that this is a forced filming scenario. Austina hands out an orange tube, A.G. gets a gold mascara and Giddy-Up begins to study the hairbow collection and chooses a grey velvet bow to hand across the shot to Austina. OfNostrils asks Austina where the lipstick lid is and finds it under the clear lid of the makeup bag. Austina asks politely for makeup, OfNostrils says “not this, this is lipstick”. She completely ignores A.G., who is about to bite into that CC cream and set his mother back $50. OfNostrils goes on to try and frame herself in God-honoring chaos as A.G. has decided anything he can reach can go into his mouth. This includes the uncapped CC cream, a closed mascara and a bottle of hand soap, sitting right next to his improvised Bumbo seat of a sink. He makes direct eye contact with himself in the mirror as he samples the taste of the mascara lid. Giddy-Up pulls his face in different directions as Austina asks for makeup.
The next scene shows OfNostrils with a stationary camera in the Suburban as none of the kids are visible. She takes her clip out of her hair and sets it to the side. Austina asks where her bracelet is and her mother informs her she left it at the house, in her favorite rock dish. Austina stutters through the sentence that she didn’t see it, and OfNostrils says “well, I did” and appears to realize none of the props are visible. The camera takes up residence on her shoulder and Jesus, she’s going to kill someone in her little mini-semi truck she’s rolling along filming in. Giddy-Up haltingly asks if they can listen to something OfNostrils clarifies is “the brain song”. He is denied the chance because OfNostrils says they are almost there. In reality, if she’s filming with her phone, she can’t play music at the same time. Giddy-Up decides to punish his mother and alerts Austina to be ready to catch a bag of candy. Austina puts her arms up in goal post formation as Giddy-Up slings a lime green bag of Skittles at his sister. It flies over her head and it serves OfNostrils right if it busted open and got Skittle dust everywhere. Stop filming your kids while you’re driving. Put on the goddamn brain song and drive safely. Austina gets the zoom -in treatment as she freestyles Jingle Bells. Giddy-Up does a spooky laugh, and suddenly it’s Halloween. Austina continues her song as cars pass them by.
Fundie Matilda skips along next to A.G’s trusty Doona. Giddy-Up power-walks on the other side as OfNostrils makes sure to include her iced coffee as she herds her family into the optometrist’s office. The scene cuts and changes to Austina kneeling while she colors, as A.G. practices his pointillism with a crayon he repeatedly stabs the paper with. Austina is controlling her frustration as her baby brother unleashes his inner Georges Seurat. OfNostrils swings the camera around to where Giddy-Up watches a high mounted TV with a children’s show. Austina redirects her brother away from her artwork by pausing to get a new crayon selection. During this delay, A.G. realizes there is a toy he can go play with instead. We are back with the eye doctor and she holds up a rectangular tool with a bunch of pairs of holes. She examines A.G. as OfNostrils assures him, eye-checks the camera and dodges Giddy-Up trying to be in on this eye exam. The doctor says something to her and the scene cuts to outside. OfNostrils holds A.G. on her hip as she spins him around to get into his car seat. I feel sorry for whoever parks next to her. God forbid you just want to get in your car after having your eyes dilated and here’s some broad with a white blond Rolly Polly Olly blocking your path with her door open filming her weekly nothing burger. Anyways, she says he has no signs of a lazy eye, and then she apologizes and sets him into his car-seat while filming it. She may not believe in it but at this rate she might just evolve and develop a third arm to hold the camera. She sets him in his base and leans up to do something, but she stops when she sees Austina. OfNostrils counts as high as she can, gives up at 5 because her mother couldn’t be bothered to secure a proper education and says “we don’t put stickers on the window, do we?”. Oh. Is she disciplining her child properly? Will she make her recite how sins killed Jesus? The camera flips to show A.G. and Austina. She perches on the side of her seat and absent mindedly plays with a piece of paper on the headrest in front of her, staring through it as her mother tells her that Austina is going to be the one who has to ask Nostrils to take the sticker off the window. Austina is then instructed to scoot back and as she does, she apologizes to Nostrils. In all fairness, I wonder how much have they gassed her up about this being “her very own window”? And in all honesty, Baby Swiss and I had the same discussion about the stickers the grocery store cashiers gave her every week. We compromised with them being on her carseat, not the car. OfNostrils zooms in on big stickers that feature Paw Patrol and Star Wars, then turns the camera to herself. “I haven’t even had the car a week!” At least its stickers and not puke, count your blessings. She takes A.G. back out, turns on her saccharine Perm-y voice as if to say “oh, the blessings are being wild again”. She then decides to stop filming and load the kids up.
Back at the cabin, Austina zooms toward the hall as Giddy-Up launches himself to the couch. A.G. has pulled himself up and is standing at the coffee table. Austina disappears down the hall with a rug, Giddy-Up is now perched on the edge of the couch and his legs block in A.G. as he stands. OfNostrils sings to her youngest, begging him to give her non-tent and say “good morning”. The scene cuts to Giddy-Up positively hauling ass down the hallway to slam the door to Planet G-Force’s door in Austina’s face as she runs after him with the rug over her. A.G. becomes the focus as he cruises his way around the table, doing the baby physics to determine how to move and not fall. He twists his feet and looks like he’s a fellow member of the tandem gait as he turns a corner and cross-steps his own foot. A karate yell from Giddy-Up as he chases Austina back into the living room at a loud enough decibel to draw his mother’s attention. She turns and catches the tail end of Giddy-Up’s chase as Austina stays one step ahead of her brother, waving the rug like it’s a butterfly’s wings. They run back towards the hallway as A.G. remembers he can crawl quicker than he can walk at the moment and he takes off in hot pursuit of his siblings. OfNostrils says he “wants to lay on it”, it being a yoga mat that I’ve been calling a rug. Austina lays on it as her older brother yanks her off screen like they are running the Iditarod. The scene changes to a perplexed A.G. who seems to realize that Lightning Crawl isn’t fast enough to join in his sibling’s games but doesn’t seem to know how to fix it. He holds his toe, grunts happily and flops over to crawl to his mother. She picks him up and tells us it’s a little hectic. The big TV perches precariously on the edge of the kitchen island, Planet G-Force must not be the TV room anymore. I wonder if it’s movie day at SOTBEOTKI. A.G. blandly observes his mother’s command to Giddy-Up that they weren’t watching anything right now. She blames the frenetic activity on the fact that they can’t run outside due to rainy weather. Paging Captain J’Obvious. She has all the Monday things to do on a Monday, because it’s a Monday. Giddy-Up is up to mischief as she tells him “No, sir”, stands up and sets her youngest down. In another “vlogs or it didn’t happen” moment, she tells them how long until snacktime. Giddy-Up and Austina giddily giggle as OfNostrils hits all the switches and turns lights on then off, then tries another switch. Finally getting her lighting right on this rainy day, she walks off to the hallway listing her chores. There is a reset, there’s dishes, there’s the kids’ rooms, there’s her room, there’s the bathroom, there's all the rooms. It’s a regular old Dr. Seuss up in here this week. OfNostrils blames her being behind on chores on a long weekend, as if it matters. She’s filming herself listing it instead of doing it.
OfNostrils stands behind Giddy-Up who sprays 409 on the kitchen table and wipes it down. He tells OfNostrils he wants to do the whole table and she tells him he can. Austina wipes the stools under the kitchen island and presents them with a flourish as she tells her mother what she has been doing. OfNostrils asks Giddy-Up what he’s doing, if he’s doing his chores. He is. A bowl of oatmeal sits unfinished on the table. OfNostrils goes to ask her third child what he is doing. A.G. is trying to get into the dishwasher and happily making baby sounds as he does. He stands up and OfNostrils tells us he stands up. And then I tell you he stands up. That’s enough meta for today. The older children walk back down the hallway reporting that they cleaned both the bathrooms. OfNostrils sets up the tripod to film them making their beds after thanking them. Giddy-Up’s bed is more neat while Austina’s is more abstract with part of one of her blankets spills over onto Giddy-Up’s. Couple q’s…What happened to Giddy-Up and A.G. sharing a room? Where is the bunk bed? If it was me, I would have just moved the bunks from the Guest/TV/A.G.’s Planet G-Force into the original kids’ bedroom. TBH, I would have put Austina in her own room as a baby 3 years ago and not had a TV room, but that’s just me. Austina stands atop her bed and then they bring their mother in and tell her to open her eyes. She films her reaction to their beds being made, which is to hug them and say “I love it”. Austina goes to straighten hers out as Giddy-Up gets another hug. The tripod films OfNostrils doing the dishes as A.G. sits in his high chair. Austina wanders from behind the TV and into the hallway. Giddy Up holds the tripod and his fingers enter the shot as he follows OfNostrils into the bedroom where she starts to put away laundry. When his mother says she will do it, he takes the camera in hand (literally) and reclines on his bed watching his mother do chores. He shows the ceiling, then Austina’s bed right next to his. She climbs on her bed, says hi and Giddy-Up rolls out of the bed he is “showing” everyone. They include all of his Nostrils aunts, is this what they tell them? We are showing your aunts? Giddy-Up joins Austina at a dirty mirror to show the phone for a split second. Giddy-Up cam takes us to an extreme zoom in on the door handle and wood grain. More of Giddy-Up’s hand and we end up in a black out in to a dresser as he sets it down.
OfNostrils appears at her front door, explaining Nostrils reminded her of the appointment for key fobs they need to their NeW SuBuRbAn. She realizes it’s raining as she walks out from under the porch. They are in a hurry because even though Nostrils helped dress the children (thankfully off screen this time), they are running late and he had to go to work. It’s a rainy, nasty day she says as she puts either her purse or youngest child in the car. I can’t tell because the next scene is the service guy programming the new fob. Giddy-Up perches on the front console and that makes me think there are even odds that a wild Jed! has appeared. OfNostrils hands one to her eldest, with a shirt on inside out and asks him to work the fob. She then films herself getting into the car as her youngest cries. An attempt at narrating how quick her errand was, she leaves the door open and complains that it’s getting soaked. In a case of “if you can’t beat ‘em, join ‘em”, Austina begins to cry also. OfNostrils asks why everyone is crying and after getting an inaudible answer she says “oh, well we are going home”. She pulls over to show Austina the key fobs and asks A.G. what is wrong. OfNostrils, now that everyone who can be settled down is settled down, must navigate the parking lot and attempt to leave.
Back at the Cabin again (feel free to sing that to the tune of Back in the Saddle Again, I did), OfNostrils tells us that their neighbors’ chicken is literally right outside their living room window. I thought it had gotten in her vehicle again. She says “oh my goodness, that thing’s obnoxious”. Well so are all the J’Locusts cranking out nontent for the socials and YouTube so what are we gonna do here, Joy? We find out Carlin has custody of their shared braincell as OfNostrils says “what do you call it when it uh cockadoodles, I don’t know”. Firstly, crowing is the term she is looking for. Secondly, we know you don’t know. SOTDRT and all that. She brushes off her ignorance of farm animals corresponding sounds and says she is going to get back to cleaning. Instead the scene cuts to Giddy-Up and Austina sitting on the couch. OfNostrils walks over with coats, sits on the couch and tells her children she is going to let them go play in the big puddle outside. Neither child wants to, despite OfNostrils explaining that they can have their jackets on to stay warm. Giddy-Up blocks the camera and says “no thank you” before he is beckoned back over to the couch. As OfNostrils makes another pitch for her non-tent after launching it from behind a nostalgia filter. “When I was a kid and it would rain I LIKED it!” never got anyone anywhere. Everyone knows what you think is fun, your kids will be like “ah, yes, the ancient relics and texts, BORING” . Once OfNostrils makes it clear that there is no mud, Giddy-Up is swayed. Austina is still against it and for the poor kid’s sake I wish she could just stay in the house and not be filmed regardless of if she is convinced to take part or not. Austina gives one more attempt to protest and say she doesn’t want to go, only to be met with OfNostrils “but Giddy-Up wants to”. With that settled, Austina decides she wants to wear a certain coat, OfNostrils says she has to get it herself. If I was Austina, I’d take all damn day about it. OfNostrils gets Giddy-Up’s overwear on in front of the camera. He takes off to find his sister as OfNostrils calls her children crazy because they didn’t want to go out in a cold, grey rain. A nice summer rain when it’s hot out is another story, but this ain’t it. If you need a winter coat, playing in the rain isn’t a fun option. She goes on to repeat everything like she didn’t just show the footage. She goes on to reminisce about how her Griftma Mary let her and her siblings play in a spring storm. It’s such a good memory she thinks that today was the perfect day to recreate it for her kids. She thinks this will get them to take a nap after a warm bath. I think this will just give them wet clothes. Either way, Giddy-Up goes toward the puddle and big rain falls. Austina has matched her pants to her coat and is actually the first in as Giddy-Up has stopped to roll up his pant legs. OfNostrils was setting this up “who will be first to go in?” like she didn’t have to practically bribe them to go outside in the first place. The children are asked if the ankle deep water was cold. Austina tells her mother it was deep. OfNostrils sends the children running through the cold puddle. They both run in opposite directions as Giddy-Up runs up to the camera excited, saying they can play. Austina walks up and says it’s cold and pulls her wet pant leg. Doesn’t matter though, Giddy-Up is cooperating with filming. He and Austina pass each other again, until she waits on the far side of the puddle and Giddy-Up slides to his knees in the middle of the puddle. OfNostrils asks Giddy-Up how it felt but he doesn’t answer because Austina is going to demonstrate how to swim. She gets a running start and hops in gently, with little splash. OfNostrils tells her child “whoa!” Austina repeats her jump and Giddy-Up does his version of the long jump into the puddle. She says they’re having so much fun as they walk back and forth in the puddle. Nostils appears in the cabin, pulling out an earpod and holding A.G. who has latched on visually to something on the counter. As he intently stares, his mother gives the keys to him as he breaks into a smile. His other hand joins in grabbing hold of the key fob and into his mouth it goes. Nostrils begins to bounce the resident rolly polly and say things like “oh you wanna eat them?” A.G. for his part isn’t actually eating the keys anymore, he is eating his own wrist. Nostrils spins to reveal this plot twist as A.G. has been tickled to the point of turning away from the camera. He gets told to stop it by his father and has a hearty laugh at the suggestion. OfNostrils has now followed Giddy-Up into the bathroom as he strips off his wet outer clothes. She comments that his hair is not wet as he focuses on taking off his boots and thankfully leaves him to undress in peace and privacy for a change. She says they are down for naps after a hot bath and they played outside for half an hour. A.G. smiles because he didn’t have to go outside, get a bath or take a nap. Giddy-Up flings himself down the hallway on his birthday skates as OfNostrils tells us how good he has gotten at skating with them. Nostrils pushes Giddy-Up up and down the hall a couple times until he is pushed towards the end of the hall where OfNostrils waits for him to skate down and smack the camera to end the vlog.
Welp, there it is folks, the week late but still not that stale Nostrils McBeardsley Power Hour. A.G. seems to join Nostrils and Austina in the Eagle Eye NASA Grandpa gene grouping and he also seems to be getting more mobile as we get closer to his first birthday and the countdown to the announcement of the 4th McBeardlsey child. Have a great day and a better tomorrow everyone!

Saint Joseph the Hymnographer, “the sweet-voiced nightingale of the Church,” was born in Sicily around the turn of the 9th century into a pious Christian family. His parents, Plotinos and Agatha, moved to the Peloponnesos to save themselves from barbarian invasions. When he was fifteen, Saint Joseph went to Thessalonica and entered the monastery of Latomos. He was distinguished by his piety, his love for work, and his meekness; and he gained the good will of all the brethren of the monastery. He was later ordained as a priest.
Saint Gregory the Dekapolite (November 20) visited the monastery and took notice of the young monk, taking him along to Constantinople, where they settled together near the church of the holy Martyrs Sergius and Bacchus. This was during the reign of the emperor Leo the Armenian (813-820), a time of fierce iconoclast persecution.
Saints Gregory and Joseph fearlessly defended the veneration of holy icons. They preached in the city squares and visited in the homes of the Orthodox, encouraging them against the heretics. The Church of Constantinople was in a most grievous position. Not only the emperor, but also the patriarch were iconoclast heretics.
At that time the Roman bishops were in communion with the Eastern Church, and Pope Leo III, who was not under the dominion of the Byzantine Emperor, was able to render great help to the Orthodox. The Orthodox monks chose Saint Joseph as a steadfast and eloquent messenger to the Pope. Saint Gregory blessed him to journey to Rome and to report on the plight of the Church of Constantinople, the atrocities of the iconoclasts, and the dangers threatening Orthodoxy.
During the journey, Saint Joseph was captured by Arab brigands who had been bribed by the iconoclasts. They took him to the island of Crete, where they handed him over to the iconoclasts, who locked him up in prison. Bravely enduring all the deprivations, he encouraged the other prisoners. By his prayers, a certain Orthodox bishop who had begun to waver was strengthened in spirit and courageously accepted martyrdom.
Saint Joseph spent six years in prison. On the night of the Nativity of Christ in 820 he was granted a vision of Saint Nicholas of Myra, who told him about the death of the iconoclast Leo the Armenian, and the end of the persecution.
Saint Nicholas gave him a paper scroll and said, “Take this scroll and eat it.” On the scroll was written: “Hasten, O Gracious One, and come to our aid if possible and as You will, for You are the Merciful One.” The monk read the scroll, ate it and said, “How sweet are Thine oracles to my throat” (Ps 118/119:103). Saint Nicholas bade him to sing these words. After this the fetters fell off the saint, the doors of the prison opened, and he emerged from it. He was transported through the air and set down on a large road near Constantinople, leading into the city.
When he reached Constantinople, Saint Joseph found that Saint Gregory the Dekapolite was no longer among the living, leaving behind his disciple John (April 18), who soon died. Saint Joseph built a church dedicated to Saint Nicholas and transferred the relics of Saints Gregory and John there. A monastery was founded near the church.
Saint Joseph received a portion of the relics of the Apostle Bartholomew from a certain virtuous man. He built a church in memory of the holy apostle. He loved and honored Saint Bartholomew, and he was distressed that there was no Canon glorifying the holy Apostle. He desired to adorn the Feast of Saint Bartholomew with hymns, but he did not dare to compose them himself.
For forty days Saint Joseph prayed with tears, preparing for the Feast of the holy apostle. On the eve of the Feast the Apostle Bartholomew appeared to him in the altar. He pressed the holy Gospel to Joseph’s bosom, and blessed him to write church hymns with the words, “May the right hand of the Almighty God bless you, may your tongue pour forth waters of heavenly wisdom, may your heart be a temple of the Holy Spirit, and may your hymnody delight the entire world.” After this miraculous appearance, Saint Joseph composed a Canon to the Apostle Bartholomew, and from that time he began to compose hymns and Canons in honor of the Mother of God, of the saints, and in honor of Saint Nicholas, who liberated him from prison.
During the revival of the iconoclast heresy under the emperor Theophilus (829-842), Saint Joseph suffered a second time from the heretics. He was exiled to Cherson [Chersonessus] for eleven years. The Orthodox veneration of holy icons was restored under the holy empress Theodora (February 11) in 842, and Saint Joseph was made keeper of sacred vessels at Hagia Sophia in Constantinople. Because of his bold denunciation of the brother of the empress, Bardas, for unlawful cohabitation, the saint was again sent into exile and returned only after Bardas died in 867.
Patriarch Photius (February 6) restored him to his former position and appointed him Father-confessor for all the clergy of Constantinople.
Having reached old age, Saint Joseph fell ill. On Great and Holy Friday, the Lord informed him of his approaching demise in a dream. The saint made an inventory of the church articles in Hagia Sophia, which were under his official care, and he sent it to Patriarch Photius.
For several days he prayed intensely, preparing for death. He prayed for peace for the Church, and the mercy of God for his soul. Having received the Holy Mysteries of Christ, Saint Joseph blessed all who came to him, and with joy he fell asleep in the Lord in 886 (some sources say in 883). The choirs of the angels and the saints, whom Saint Joseph had glorified in his hymnology, carried his soul to Heaven in triumph.
In 890, his biographer John the deacon of the Great Church wrote about the spirit and power of Saint Joseph’s Canons: “When he began to write verses, then the hearing was taken with a wondrous pleasantness of sound, and the heart was struck by the power of the thought. Those who strive for a life of perfection find a respite here. Writers, having left off with their other versification, from this one treasure-trove, from the writings of Saint Joseph, began to scoop out his treasure for their own songs, or better to say, daily they scoop them out.
“And finally, all the people carry it over into their own language, so as to enlighten with song the darkness of night, or staving off sleep, to continue with the vigil until sunrise. If anyone were to peruse the life of a saint of the Church on any given day, they would see the worthiness of Saint Joseph’s hymns and acknowledge his glorious life. Actually, since the lives and deeds of almost every saint are adorned with praises, is not he worthy of immortal glory, who has worthily and exquisitely known how to glorify them?
“Now let some saints glorify his meekness, and others his wisdom, and others his works, and all together glorify the grace of the Holy Spirit, Who so abundantly and immeasurably has bestown his gifts on him.”
Most of the Canons in the MENAION are Saint Joseph’s work. His name may be found in the Ninth Ode as an acrostic. He also composed many of the hymns in the PARAKLETIKE.
(from oca.org)

Saint Joseph the Hymnographer, “the sweet-voiced nightingale of the Church,” was born in Sicily around the turn of the 9th century into a pious Christian family. His parents, Plotinos and Agatha, moved to the Peloponnesos to save themselves from barbarian invasions. When he was fifteen, Saint Joseph went to Thessalonica and entered the monastery of Latomos. He was distinguished by his piety, his love for work, and his meekness; and he gained the good will of all the brethren of the monastery. He was later ordained as a priest.
Saint Gregory the Dekapolite (November 20) visited the monastery and took notice of the young monk, taking him along to Constantinople, where they settled together near the church of the holy Martyrs Sergius and Bacchus. This was during the reign of the emperor Leo the Armenian (813-820), a time of fierce iconoclast persecution.
Saints Gregory and Joseph fearlessly defended the veneration of holy icons. They preached in the city squares and visited in the homes of the Orthodox, encouraging them against the heretics. The Church of Constantinople was in a most grievous position. Not only the emperor, but also the patriarch were iconoclast heretics.
At that time the Roman bishops were in communion with the Eastern Church, and Pope Leo III, who was not under the dominion of the Byzantine Emperor, was able to render great help to the Orthodox. The Orthodox monks chose Saint Joseph as a steadfast and eloquent messenger to the Pope. Saint Gregory blessed him to journey to Rome and to report on the plight of the Church of Constantinople, the atrocities of the iconoclasts, and the dangers threatening Orthodoxy.
During the journey, Saint Joseph was captured by Arab brigands who had been bribed by the iconoclasts. They took him to the island of Crete, where they handed him over to the iconoclasts, who locked him up in prison. Bravely enduring all the deprivations, he encouraged the other prisoners. By his prayers, a certain Orthodox bishop who had begun to waver was strengthened in spirit and courageously accepted martyrdom.
Saint Joseph spent six years in prison. On the night of the Nativity of Christ in 820 he was granted a vision of Saint Nicholas of Myra, who told him about the death of the iconoclast Leo the Armenian, and the end of the persecution.
Saint Nicholas gave him a paper scroll and said, “Take this scroll and eat it.” On the scroll was written: “Hasten, O Gracious One, and come to our aid if possible and as You will, for You are the Merciful One.” The monk read the scroll, ate it and said, “How sweet are Thine oracles to my throat” (Ps 118/119:103). Saint Nicholas bade him to sing these words. After this the fetters fell off the saint, the doors of the prison opened, and he emerged from it. He was transported through the air and set down on a large road near Constantinople, leading into the city.
When he reached Constantinople, Saint Joseph found that Saint Gregory the Dekapolite was no longer among the living, leaving behind his disciple John (April 18), who soon died. Saint Joseph built a church dedicated to Saint Nicholas and transferred the relics of Saints Gregory and John there. A monastery was founded near the church.
Saint Joseph received a portion of the relics of the Apostle Bartholomew from a certain virtuous man. He built a church in memory of the holy apostle. He loved and honored Saint Bartholomew, and he was distressed that there was no Canon glorifying the holy Apostle. He desired to adorn the Feast of Saint Bartholomew with hymns, but he did not dare to compose them himself.
For forty days Saint Joseph prayed with tears, preparing for the Feast of the holy apostle. On the eve of the Feast the Apostle Bartholomew appeared to him in the altar. He pressed the holy Gospel to Joseph’s bosom, and blessed him to write church hymns with the words, “May the right hand of the Almighty God bless you, may your tongue pour forth waters of heavenly wisdom, may your heart be a temple of the Holy Spirit, and may your hymnody delight the entire world.” After this miraculous appearance, Saint Joseph composed a Canon to the Apostle Bartholomew, and from that time he began to compose hymns and Canons in honor of the Mother of God, of the saints, and in honor of Saint Nicholas, who liberated him from prison.
During the revival of the iconoclast heresy under the emperor Theophilus (829-842), Saint Joseph suffered a second time from the heretics. He was exiled to Cherson [Chersonessus] for eleven years. The Orthodox veneration of holy icons was restored under the holy empress Theodora (February 11) in 842, and Saint Joseph was made keeper of sacred vessels at Hagia Sophia in Constantinople. Because of his bold denunciation of the brother of the empress, Bardas, for unlawful cohabitation, the saint was again sent into exile and returned only after Bardas died in 867.
Patriarch Photius (February 6) restored him to his former position and appointed him Father-confessor for all the clergy of Constantinople.
Having reached old age, Saint Joseph fell ill. On Great and Holy Friday, the Lord informed him of his approaching demise in a dream. The saint made an inventory of the church articles in Hagia Sophia, which were under his official care, and he sent it to Patriarch Photius.
For several days he prayed intensely, preparing for death. He prayed for peace for the Church, and the mercy of God for his soul. Having received the Holy Mysteries of Christ, Saint Joseph blessed all who came to him, and with joy he fell asleep in the Lord in 886 (some sources say in 883). The choirs of the angels and the saints, whom Saint Joseph had glorified in his hymnology, carried his soul to Heaven in triumph.
In 890, his biographer John the deacon of the Great Church wrote about the spirit and power of Saint Joseph’s Canons: “When he began to write verses, then the hearing was taken with a wondrous pleasantness of sound, and the heart was struck by the power of the thought. Those who strive for a life of perfection find a respite here. Writers, having left off with their other versification, from this one treasure-trove, from the writings of Saint Joseph, began to scoop out his treasure for their own songs, or better to say, daily they scoop them out.
“And finally, all the people carry it over into their own language, so as to enlighten with song the darkness of night, or staving off sleep, to continue with the vigil until sunrise. If anyone were to peruse the life of a saint of the Church on any given day, they would see the worthiness of Saint Joseph’s hymns and acknowledge his glorious life. Actually, since the lives and deeds of almost every saint are adorned with praises, is not he worthy of immortal glory, who has worthily and exquisitely known how to glorify them?
“Now let some saints glorify his meekness, and others his wisdom, and others his works, and all together glorify the grace of the Holy Spirit, Who so abundantly and immeasurably has bestown his gifts on him.”
Most of the Canons in the MENAION are Saint Joseph’s work. His name may be found in the Ninth Ode as an acrostic. He also composed many of the hymns in the PARAKLETIKE.
(from oca.org)

Week 3: Limericks and the Art of Humor
Day 1: Decoding Limericks - Activity: Analyze classic limericks for rhythm and humor. - Lecture: Discuss the AABBA rhyme scheme and distinctive rhythm. - Discussion: Share favorite humorous poems and discuss elements that make them funny.
Day 2: Crafting Limericks with Wit - Activity: Write limericks individually, focusing on humor and rhythm. - Lecture: Explore the balance of humor and structure in limericks. - Discussion: Share and discuss individual limericks, highlighting successful elements.
Day 3: Understanding Free Verse - Activity: Analyze free verse poems for structure and expression. - Lecture: Introduce the concept of free verse and its flexibility. - Discussion: Discuss the liberation and challenges of writing without a strict structure.
Day 4: Writing Exercise - Expressing Emotions in Free Verse - Activity: Explore emotions and write a free verse poem. - Assignment: Craft a free verse poem exploring a personal experience or emotion. - Vocabulary Words: Enjambment, Cadence, Anapest.
Day 5: Peer Review and Feedback - Activity: Peer review workshop for free verse poems. - Lecture: Discuss the artistic freedom and impact of free verse. - Discussion: Share insights gained from reviewing peers' free verse poems.
Study Guide Questions for Week 3: 1. What defines a limerick, and how does its rhythm contribute to its humor? 2. Discuss the importance of the AABBA rhyme scheme in limericks. 3. How does free verse differ from structured forms of poetry? 4. Explore the challenges and benefits of writing without a strict form in free verse. 5. Reflect on the emotions and experiences expressed in your free verse poem.
Quiz: Assessment on limericks, the AABBA rhyme scheme, and the principles of free verse.
Week 4: Free Verse and Acrostic Poetry
Day 1: Embracing Free Verse - Activity: Analyze diverse free verse poems for individual expression. - Lecture: Discuss famous free verse poets and their impact on the genre. - Discussion: Share personal reactions to the artistic freedom of free verse.
Day 2: Crafting Emotion in Free Verse - Activity: Write a free verse poem expressing a specific emotion. - Lecture: Explore the role of emotions in free verse and the use of vivid imagery. - Discussion: Share and discuss individual poems, highlighting emotional impact.
Day 3: Understanding Acrostic Poetry - Activity: Analyze acrostic poems for clever wordplay. - Lecture: Explain the concept of acrostic poetry and its various forms. - Discussion: Share examples of creative acrostic poems.
Day 4: Writing Exercise - Personal Acrostic - Activity: Craft an acrostic poem using your name or a chosen word. - Assignment: Write an acrostic poem exploring a theme or concept. - Vocabulary Words: Strophe, Stanza, Consonance.
Day 5: Peer Review and Feedback - Activity: Peer review workshop for acrostic poems. - Lecture: Discuss the playfulness and creativity of acrostic poetry. - Discussion: Share insights gained from reviewing peers' acrostic poems.
Study Guide Questions for Week 4: 1. Explore the role of emotions in free verse poetry. How does it differ from structured forms? 2. Discuss the impact of vivid imagery in free verse. How does it contribute to the overall message? 3. What defines acrostic poetry, and how is it different from other forms? 4. How can clever wordplay enhance the impact of an acrostic poem? 5. Reflect on the creative process and thematic exploration in your acrostic poem.
Quiz: Assessment on understanding free verse, emotional expression in poetry, and the principles of acrostic poetry.