Unit 2A: Poetry 2 week unit January 5 January 15, 2016 Seating Charts O If you have a problem with your seat, write a 1 page persuasive paper giving specific reasons why you should be moved, and how this will effect your education in this class. O Your request will be considered, but a new seat is not guaranteed. O You have until January 8 th, 2016 to turn in the essay. After that time, the seating chart becomes permanent for the third nine weeks. Every Day Edits To be completed daily and combined with quick writes for a weekly grade. Find the 10 grammatical and spelling errors in the paragraphs. 01/05/16 Every Day Edit 01/06/16 EDE 01/07/16 EDE 01/08/16 EDE 01/11/16 EDE 01/12/16 EDE 01/13/16 EDE 01/14/16 EDE 01/15/16 EDE Unit 2A: Poetry What is poetry? Unit 2A: Poetry Objectives: O 2 week unit O Understand elements of poetry. O Increase appreciation and understanding of poetry. O Analyze a poem with a group or individually and present findings to the class. O Create a quiz for the class based on your presentation. O Write your own original poem using the elements that we studied.* O Take a unit test to insure understanding. O *If time allows. If time does not allow, the poem will be written at a later date. Poems written during the unit individually can be substituted for the poem written later, or used to replace the lowest grade in the 3 rd nine weeks. Unit Vocabulary O Diction choice of words in speaking or writing for clear and effective expression O Figurative language - language not intended to be taken literally but layered with meaning through the use of imagery, metaphors, and other literary devices O Imagery the use of language to create mental images and sensory impressions. Imagery can be used for emotional effect and to intensify the impact on the reader. (e.g., the imagery of the phrase such sweet sorrow) O Understatement a rhetorical technique, often incorporating irony and humor, in which something is represented as less than it actually is O Overstatement an exaggerated statement O Irony a literary technique used to create meaning that seems to contradict the literal meaning or events O Verbal irony the use of words in which the intended meaning is contrary to the literal meaning (e.g., I could care less) O Paradox a seemingly contradictory statement that on closer scrutiny reveals a deeper truth (e.g., life is but a dream) O Structural element the basic form of a poem, including its visual presentation (e.g., line, stanza, or verse) Poetry Unit Guiding Questions O What is poetry? How is it different from fiction? O How does poetry express the human experience? O What are the elements of poetry? O How can we determine the meaning of a word using context clues? O How can we determine the meaning of a word using root words? O What is figurative language and how do poets use it? Vocabulary O As we go over each term, give me examples of the following: O Imagery O Figures of Speech O Simile O Metaphor O Personification O Rhythm and Meter O Rhyme Abandoned Farmhouse O Close your eyes for 30 seconds and form a picture of what an abandoned farmhouse might look like. O Think about the sensory detailsthe sounds, smells, sights, things you might touch or tastethat come to mind when they visualize an abandoned farmhouse Chalk Talk O At the end of the 30 seconds, youre invited to do a Chalk Talk, silently taking turns writing a word on the board that describes their images of an abandoned farmhouse. O Then lead a short discussion of the Chalk Talk to help consolidate thinking about this image and formulate a group prediction for the poem they are about to discuss. Poetic Conventions O Review these four poetic conventions: figurative language, imagery, symbols, and tone, eliciting definitions and examples from students. O Record the terms, definitions, and examples on chart paper to be used as a reference throughout the lesson. Clarify terms and elaborate on examples as needed. Figurative Language Imagery Symbols Tone Save the Last Word for Me O We will be reading and then discussing the poem using a strategy called Save the Last Word for Me. You will be identifying lines that create a particularly strong image or response. "Abandoned Farmhouse" by Ted Kooser O He was a big man, says the size of his shoes on a pile of broken dishes by the house; a tall man too, says the length of the bed in an upstairs room; Teacher Model O This is how I would identify a powerful image and a sensory response that resonated strongly with me as I interpreted the four lines. O Here are the next four lines. Select a line you think is easy to visualize in your head ro one that provokes an emotional or sensory response. On a piece of paper folded in half, write the line on one side and a response to it on the other side. and a good, God-fearing man, says the Bible with a broken back on the floor below the window, dusty with sun; but not a man for farming, say the fields cluttered with boulders and the leaky barn. Save the Last Word for Me Example O Four volunteers to show us how to do this. O First person, share your line but not why you picked it. O Next person, share a response to the line. Suggest that this might be a personal response, an interpretation of what the line means, or the type of figurative language the line uses. O Everyone responds to the line except the person who picked it, then this person tells why they chose it. Save the Last Word for Me O One round is complete after all four people have shared a line and why they chose it. O You may share the same line; you will have different responses to it. When this happens, you can add to your response to the line from earlier or repeat your original response. O Any questions? O How did this help you understand the first stanza of the poem? Save the Last Word for Me O Ask students to record as they read, on one side of each card, a line or lines that generate a powerful image or sensory response like you just modeled with the line you selected. O Ask students to note the stanza (2 or 3) where the line is found. On the other side of each card, students should write down why they selected that line and how the author used figurative language, imagery, symbols, or tone to make this image powerful. O Each student should fill out two cards for each stanza. Note that an image or reaction might be powerful because of a personal response, but ask students to also think about how the poet uses language to provoke a response. Save the Last Word for Me O Complete one round for stanza 2 and one round for stanza 3. Group Quick Write 1. Using the types of figurative language conventions listed on the board or chart paper earlier in the lesson, the group should discuss what type of language convention each selected line represents. They should identify which lines are examples of the four types of language convention. The note taker should record the group consensus for what type of language convention is associated with each selected line. 2. The group should discuss what they think is the gist of each stanzawhat the poet is trying to convey. The note taker should record the group consensus for the gist of each stanza. 3. The group should discuss what they think happened to the family. The note taker should record the groups conjecture as to what went wrong. Group Quick Write O Make sure all your groups names are on the paper and turn in for a completion grade. Answers will vary, there is not a right and wrong (unless youre using a term incorrectly). Poetry Project 1 O Select a poem or song (school appropriate) and analyze the effects of the poets use of the literary elements we discussed. Present findings in a visual format (e.g., collage, scrapbook page, original drawings) and provide text evidence to support your analysis. Create a short quiz that covers the terms you found in your poem or song. O Standard(s): E1.3A, E1.Fig19B ELPS.c.1H, ELPS.c.2C, ELPS.c.2D, ELPS.c.2G, ELPS.c.2H, ELPS.c.3C, ELPS.c.3D, ELPS.c.3F, ELPS.c.3H, ELPS. c.3I, ELPS.c.4J, ELPS.c.4KE1.3AE1.Fig19BELPS.c.1HELPS.c.2CELPS.c.2DELPS.c.2GELPS.c.2HELPS.c.3CELPS.c.3DELPS.c.3FELPS.c.3HELPS. c.3IELPS.c.4JELPS.c.4K Project 1 Rubric 4Student analyzes the effects of diction and imagery (e.g., controlling images, figurative language, understatement, overstatement, irony, paradox) with no errors utilizing text examples as details. The analysis is thorough with no omissions. 3Student provides a general analysis of the effects of diction and imagery (e.g., controlling images, figurative language, understatement, overstatement, irony, paradox) in poetry; however, there are minor flaws or an inconsistent application of text support. 2Student attempts to analyze the effects of diction and imagery; however, there are considerable flaws in some places and in other places accurate identification and support. This response is likely rather vague. 1There are too many errors and omissions in this vague, skeletal analysis to be considered minimally sufficient. 0Student does not attempt the task. Poetry Project 2 O Use the writing process to compose an original poem using a variety of poetic techniques. Use effective speaking skills to present your poem to the class or a small group. O Standard(s): E1.13A, E1.13B, E1.13C, E1.1 3D, E1.14B, E1.25A ELPS.c.1C, ELPS.c.1E, ELPS.c.1H, ELPS.c.4D, ELPS.c.4F, ELPS.c. 4G, ELPS.c.5B, ELPS.c.5C, ELPS.c.5E, ELP S.c.5F, ELPS.c.5GE1.13AE1.13BE1.13CE1.1 3DE1.14BE1.25AELPS.c.1CELPS.c.1EELPS.c.1HELPS.c.4DELPS.c.4FELPS.c. 4GELPS.c.5BELPS.c.5CELPS.c.5EELP S.c.5FELPS.c.5G Poetry Project 2 4Student writes a poem using a variety of poetic techniques (structural elements, figurative language) and variety of poetic forms (e.g., sonnets, ballads). 3Student writes a poem mostly using a variety of poetic techniques (structural elements, figurative language) and variety of poetic forms (e.g., sonnets, ballads); however, there are minor flaws. 2Student writes a poem somewhat using a variety of poetic techniques (structural elements, figurative language) and variety of poetic forms (e.g., sonnets, ballads); however, there are considerable flaws. 1Student does not write a poem using a variety of poetic techniques (structural elements, figurative language) and variety of poetic forms (e.g., sonnets, ballads). 0Student does not attempt the task. Rubric(s) Poetic Techniques E1.14B Poetry Project 2 4Student presents a final product that demonstrates a thorough understanding of the writing process providing evidence of effective strategies in each step. It is obvious that the student can self-assess in order to revise and edit for a final product. 3Student presents a final product that demonstrates a general understanding of the writing process. The evidence may be somewhat sketchy with fewer drafts or little significant change from one draft to another. One step of the writing process may be less evidenced than the others (e.g. the prewriting may be a simple list of just 3 topics and little else.) 2Student presents a final product that demonstrates a minimal understanding of the writing process. There may be steps missing or no evidence of the steps is produced. The student may be able to explain how he revised or edited, but explanations may be simplistic such as I checked it over for mistakes and there werent any or I read it over and it made sense to me in other words the student failed to make substantive changes through the writing process, but did address the process. 1There is little to no evidence that the student can use the writing process. Steps are missing and the final product is ineffective, so that it is evident that revising and editing were not addressed. 0Student does not attempt the task. Writing process (13a, 13b, 13c, 13d) TEKS Guiding Question for Stems Examples of STAAR Stems from Poetry Passages O E1.1B How does context help determine word meaning? Which words from the poem best help the reader understand the meaning of the word (word) in line #? O E1.3 & Fig.19B What inferences and/or conclusions can be drawn about the organization of a poem? What is the most likely reason the poet ends the first stanza after line #? What inferences and/or conclusions can be drawn based on specific details? Read the following lines from the poem. (Lines from poem) By using this analogy, the poet emphasizes O E1.3A What poetic techniques did the author include to emphasize meaning? Read these lines from the poem. (Lines from poem) The poet uses these lines to emphasize the importance of Note: Lines from poem should contain a poetic technique. O E1.7 & Fig.19B How does sensory language contribute to meaning? What does the poet mean by the lines (line/line)? For More Information: Root Words Onding-how-words-work/roots-and-their- familiesnding-how-words-work/roots-and-their- families Onding-how-words-work/more-roots-and-their- familiesnding-how-words-work/more-roots-and-their- families