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January 9-11

January 9-11. Bellwork : N2K. Refer to handout. Station rotations: Whitman/Dickinson Poetry. WME 403. Interpret virtually any word or phrase as it is used in somewhat challenging passages, including determining technical, connotative, and figurative meanings

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January 9-11

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  1. January 9-11

  2. Bellwork: N2K • Refer to handout

  3. Station rotations: Whitman/Dickinson Poetry • WME 403. Interpret virtually any word or phrase as it is used in somewhat challenging passages, including determining technical, connotative, and figurative meanings • TST 404. Analyze the overall structure of more challenging passages • Group 1: “I Hear America Singing” (pg. 530) • Group 2: “Song of Myself” (pg. 534) • Group 3: : “A Noiseless Patient Spider” and “Beat! Beat! Drums! P. 539 • Group 4: “Because I could not stop for Death” p. 548

  4. Essential Questions • WME 403. Interpret virtually any word or phrase as it is used in somewhat challenging passages, including determining technical, connotative, and figurative meanings • TST 404. Analyze the overall structure of more challenging passages

  5. Group 1 “I Hear America Singing” (pg. 530) • 1. as a group, on the poster paper, design a poster that will help tourists and newcomers to America. Discuss the images that represent the people and places of America. Be sure to include images that symbolize all aspects of the country • 2. Read the poem as a group • 3. cataloging: frequent lists of people, things, attributes: What rhythmic effect does the poet create using cataloging? • 4. Tone: a writer’s attitude toward his or her subject. What is the tone of the poem? Identify specific words to support your answer. • 5. summarize: What types of workers does Whitman celebrate in this poem? (use text evidence • 6. Clarify: What do you think singing represents in the poem? Thoroughly discuss your answer and use text support • 7. Make inferences: Why do you think Whitman does not mention wealthy entrepreneurs, prominent leaders, or powerful politicians? Thoroughly discuss and use text support

  6. Group 2. “Song of Myself” (pg. 534) • 1. Look at both art pieces by Homer on p. 533 and 535. Examine both paintings and then complete the Venn Diagram in your folder. Note that Boys in Pasture was painted by Winslow Homer, the same artist who painted The Reaper on page 533. Examine both paintings and find resemblances that define Homer’s subject matter and style. Then have them complete a Venn Diagram like this one to explore why Homer’s paintings make good illustration for Whitman’s poems. • 2. Read the poem as a group. • 3. Parallelism: similar grammatical structure to show equal importance of ideas. How does the parallel structure in lines 1-3 show that the reader and the author are intertwined? • 4. Tone: a writer’s attitude toward his or her subject. Compare the tone in lines 4-5 and lines 12-13. Discuss thoroughly. • 5. connect: Do you identify with what the speaker says about himself? Why or why not? • 6. Interpret: What impression of the speaker do lines 1-13 give you? • 7. synthesize: How is the tone of this free-verse poem different from what it would be if the same ideas were expressed in a rhyming poem?

  7. Group 3: “A Noiseless Patient Spider” and “Beat! Beat! Drums! P. 539 • 1. On your device, research the drummers and buglers who accompanied the army troops during the Civil War. What was their purpose? Who was the most famous one? Was there a song written about him? What was the title? • 2. Read each poem as a group. • 3. (spider) Parallelism: similar grammatical structure to show equal importance of ideas. Compare the use of parallelism in lines 5 and 8. what do these parallel elements suggest about the relationship between the spider and the speaker? • (drums) Notice the parallel structure of the last line of each stanza. What impact does this device have on the poem’s message? • 4. (Spider) Tone: a writer’s attitude toward his or her subject. What is the overall tone of the poem? What details communicate this tone? • (Drums) Describe the tone in lines 1-7. Why is the tone appropriate for the subject matter?

  8. Group 4- “Because I could not stop for Death” p. 548 • 1. look at the image on p. 549: why did the artist keep it out of focus? What is the carriage? Who is in the carriage? Where is it going? (write a half page story answering the questions) • 2. Read the poem as a group. • 3. personification: Giving human characteristics to inanimate objects. What is personified in this poem? How? Give specific examples from the poem. • 4. Imagery: words that give us a mental picture: In lines 17-20 identify the use of imagery. What do you think the house represents? Why? Thoroughly discuss. • 5. analyze: Which details indicate that the speaker is leaving her life behind? • 6. Synthesize: How does the final quatrain (4 lines) change the reader’s interpretation of the poem? How? Why?

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