February 27-March 2

1. February 27-March 2 Poetry/Novel

2. Do Now • Read this passage: • Death. Perhaps no other theme elicits such deep and varied emotions from individuals across the globe. It's no wonder, then, that poets through the ages—no matter the time or place—have sought to address death through poetry. • Why would someone choose to express their feelings about death in a poem?

3. Agenda • Do Now • Elegy-define, identify, analyze • Extended metaphor • Novel work in pairs (Discussion Questions/Chart completion)

4. Definitions Elegy-written in response to the death of a person or group. The elements of a traditional elegy mirror three stages of loss. First, there is a lament, where the speaker expresses grief and sorrow, then praise and admiration of the idealized dead, and finally consolation and solace. These three stages can be seen in W. H. Auden’s classic "In Memory of W. B. Yeats," written for the Irish master, which includes these stanzas: With the farming of a verse Make a vineyard of the curse, Sing of human unsuccess In a rapture of distress; In the deserts of the heart Let the healing fountain start, In the prison of his days Teach the free man how to praise.

5. Structure of an elegy • Quatrains • Stanzas • Refrains-A stanza, line, part of a line, or phrase, generally pertinent to the central topic, which is repeated verbatim • Rhyme Scheme (aabb) • Read “To An Athlete Dying Young” • How does this form influence the tone of "To An Athlete Dying Young"?

6. Re-Read: To-day, the road all runners come, Shoulder-high we bring you home, And set you at your threshold down, Townsman of a stiller town. Smart lad, to slip betimes away From fields where glory does not stay, And early though the laurel grows It withers quicker than the rose. • What sounds stand out in these lines? What kind of mood do these sounds create? • What visual images do these sounds evoke? • What is the relationship between sound and the stanza's meaning?

7. Villanelle • by contrast to an elegy, is a rigid form that historically featured more light-hearted and simple themes • http://www.poets.org/viewmedia.php/prmMID/15377 • Why do you think Thomas chose this form for "Do Not Go Gentle into That Good Night"? • What repeated phrases and words did you hear and write down? • What emotions do you think the poet conveys as he is reading the poem? • What did you notice about this poem's form? • What are the effects of the repetition on the poem's mood or tone? • Why do you think Thomas turned to the villanelle form instead of the traditional elegy? • Can you identify stages of loss throughout Thomas' villanelle?

8. Villanelle Continued • The highly structured villanelle is a nineteen-line poem with two repeating rhymes and two refrains. The form is made up of five tercets followed by a quatrain. The first and third lines of the opening tercet are repeated alternately in the last lines of the succeeding stanzas; then in the final stanza, the refrain serves as the poem's two concluding lines. Using capitals for the refrains and lowercase letters for the rhymes, the form could be expressed as: A1 b A2 / a b A1 / a b A2 / a b A1 / a b A2 / a b A1 A2.

9. Small Group Analysis • 1. Define in your own words on a separate sheet of paper: metaphor, refrain, stanza, rhyme, repetition, metaphor, tone (7mins) • 2. The class will be broken up into groups of no more than 3 people. You will analyze one of the two depending on your assignment and complete the analysis sheet on a separate piece of paper. • 3. Present

10. Novel • 1. Get into partners with someone sitting near you. (NOT OUT OF YOUR SEAT) • 2. Read Pages 20-25 • 3. Complete the T-Chart • 4. Answer Discussion Questions • Discuss whole group • 4. Read pages 25-30 • 5. Finish the T-chart • 6. Discussion Questions

11. Discussion questions • 1. Describe Luis’s brother. How do you think his experiences with his brother affected him? Can you make any connections with your relationships with your siblings? • 2. What happens to Luis’ brother? What does his reaction tell you about him? • 3. Describe the author’s early education experiences (Details).

12. Agenda • Discuss whole class connections/questions about the novel so far • New Vocabulary (10 words) • Vocab group challenge

13. Vocabulary: Copy • Irate • Scurry • Martial Law • Systematic • Industrial • Behest • Writhe • Diabetes • Engorged • Evictions

14. Vocab group challenge • 1.Break into groups of no more than 4 • 2. Define all ten words (use dictionary) and put definition in own words • 3. Write ten original sentences

15. Agenda • Gary Soto “Ode to Los Raspados” • Defining and Identifying Odes • Pair Work: Identifying an Ode (Which is which) • Novel Read/Discuss

16. Partner Ode work • 1. Read through both poems • 2. Identify which poem is an ode and which is not • 3. Pull at least three quotes from the poem that show you it is an ode and explain • 4. Write your own ode based on what we discussed in your notes.

17. Novel Pair Work • 1. Get into partners with someone sitting nearby you (DO NOT GET OUT OF YOUR SEAT) • 2. Read pages 30-35 • 3. Complete Discussion Questions • Whole class talk • 4. Read pages 35-40 • 5. Complete Discussion Questions

18. Discussion Questions 30-35 • 1. What event happened to make it seem like things were starting to look up for Luis’ family? What clues does the author give you to let you know this was going to end badly? • 2. Do you think Luis’ life will be better off in Mexico? Why? • 3. What affect did constantly moving from place to place have on Luis? (Use evidence from the text to support your answer, do not forget to cite) • 4. What does Luis compare himself to? What type of figurative language is this?

19. Discussion questions 35-40 • 1. What do you think the quote under chapter 2 means? Why do you think the author chose this quote? • 2. Describe Tino (personality/physical traits). What influence does Tino have on the author? • 3. Describe the areas mentioned on page 38. How do you think these settings contribute to the mood of the novel?