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English 2 PreAP Poetry Unit

English 2 PreAP Poetry Unit. Objectives: The students will be able to…. …appreciate poetry as a genre …recognize and explain the significance of poetic devices …understand how authors create tone and meaning in poetry

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English 2 PreAP Poetry Unit

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  1. English 2 PreAP Poetry Unit

  2. Objectives: The students will be able to…. • …appreciate poetry as a genre • …recognize and explain the significance of poetic devices • …understand how authors create tone and meaning in poetry • …compose analytical essays discussing how authors achieve meaning and tone in poetry.

  3. Strategies for Learning • Lesson 1: Understanding poetic structure

  4. Strategies for Learning Lesson 1 Bell Activity • With a partner, read the poems for today’s study. • “Annabel Lee” by Poe • “The Tide Rises, The Tide Falls” by Longfellow • “Stopping by Woods on a Snowy Evening” by Frost

  5. Strategies for Learning:Vocabulary Definitions • Line • A unit of attention, not necessarily a unit of sense • Stanza • A division of a poem created by arranging the lines into units separated by a space • End-stopped • A line of verse in which a logical or rhetorical pause occurs at the end of the line • Enjambed • Continuation of the sense and the grammatical structure beyond the line • Shift • A change in tone, speaker, meaning

  6. TP-CASTT: A Method for Analyzing Poetry • See handout!!

  7. Strategies for LearningNotes • Notes on line, stanza, end-stopped, enjambed using “Annabel Lee” • Notes on TP-CASTT using “Annabel Lee”

  8. Strategies for LearningPractice • Partner Practice using “The Tide Rises, The Tide Falls” • Label the stanzas A, B, C, etc. • Count the lines in each stanza. • Determine if a line is end-stopped or enjambed. • Complete as much as you can of a TP-CASTT (the C may cause problems)

  9. Your turn! • For the Frost poem “Stopping By Woods on a Snowy Evening” by Robert Frost, complete the same assignments: • # stanzas • #lines • End-Stopped or enjambed • TP-CASTT

  10. Lesson 2: Understanding Rhyme • Lesson 2 Bell Activity. • With an elbow partner, write a poem about cows. Include the following: • 2-stanzas of 3 lines each • One enjambed line • One end-stopped line

  11. Objectives • Understand types of rhyme • Consider effects of rhyming choices

  12. Poems to consider • “Annabel Lee” by Poe • “The Tide Rises, The Tide Falls” by Longfellow • “Stopping by Woods on a Snowy Evening” by Frost

  13. Strategies for Learning:Vocabulary Definitions • Rhyme • Repetition of identical concluding syllables • Rhyme scheme • A pattern of rhyme indicated by assigning a letter of the alphabet to each rhyming sound • End rhyme • Rhyming at the end of a line • Internal rhyme • Rhyming words within a line

  14. Vocabulary, continued • Slant or near rhyme • Concluding consonants are the same but the vowels are different (take, walk) • Eye or sight rhyme • Words with the same spellings but different pronunciations (bury, fury) • Feminine rhyme • Two rhyming syllables • Masculine rhyme • One rhyming syllable

  15. Vocabulary, continued • Enclosed or enveloped rhyme • ABBA rhyme pattern • Interlocking rhyme • The third line of one stanza becomes the primary rhyme in the next stanza • Exact rhyme • Same word rhyming

  16. Partner practice Time! • With a partner, read and label all rhyming words in “Helen” and “To Helen.” • Also, locate examples of enjambed and end-stopped lines.

  17. Individual Practice Time! • Read and label all rhyming words in “The Raven.” • Also, locate examples of enjambed and end-stopped lines.

  18. Lesson 3: Sound Devices and Figurative Language • Objectives: • Be able to recognize and provide examples of various sound devices and figurative language used in poetry. • Consider how sound devices and figurative language used contribute to meaning in poetry • Discover how an author’s choice in diction can create sound imagery and meaning

  19. TERMS TO KNOW! • Alliteration • Repetition of initial consonant sounds • Assonance • Repetition of vowel sounds within words that have different ending consonant sounds • Consonance • Repetition of consonant sounds within words • Hyperbole • An exaggeration

  20. More terms! • Metaphor • A comparison of two unlike objects stating that one thing IS another • Onomatopoeia • Words that sound like their meaning • Personification • Giving inanimate objects human characteristics • Simile • Comparison of two unlike objects using like or as

  21. Partner practice • Poetry Unit: Partner Practice • Write a poem about cows that includes examples of each of these elements. Be sure to label each one! • 4+ stanzas, 3+ lines each • Stanzas 1-3 should be in one tone (define it!) • Demonstrate a shift and a new tone in stanza 4 (define it!) • An enjambed and an end-stopped line • Rhymes: masculine, feminine, slant, eye, internal, end, enclosed, interlocking, exact • Sound Devices: alliteration, assonance, consonance, onomatopoeia • Figurative Language: hyperbole, metaphor, personification

  22. Individual Practice

  23. Lesson 4: Understanding Rhythm • Objectives: • Recognize metrical patterns in poetry. • Understand how authors’ choices affect meaning

  24. Lesson 3 Bell Activity • Listen to “Be Prepared” from The Lion King • Think about rhythm in the song. • How does the rhythm contribute to the song’s mood?

  25. Learning Rhythmic Patterns • Listen to “Stressed and Unstressed” and consider the definitions to the following

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