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Poetry Unit: 1 st Block

Poetry Unit: 1 st Block. This power point contains all bell-ringers, announcements and class notes/activities on the poetry unit. Bell-ringer activity: the purpose of poetry 2/24. Copy the following question and list three possible ideas : ‘why is poetry written?’ 1. 2. 3.

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Poetry Unit: 1 st Block

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  1. Poetry Unit: 1st Block This power point contains all bell-ringers, announcements and class notes/activities on the poetry unit.

  2. Bell-ringer activity: the purpose of poetry 2/24 • Copy the following question and list three possible ideas: ‘why is poetry written?’ 1. 2. 3.

  3. Announcements & Agenda 2/24 • Announcements • 1. Bring your interactive work book everyday this week. • 2. Homework due: verb tense worksheet. (1st) • Agenda 1. Slam poetry! Completing video questions.

  4. Activity for today • As we watch the poetry video, answer the questions on the worksheet given to you. • This will be a class work grade!

  5. Bell-ringer: identifying poetic devices. 2/25 • Instructions: copy the following graphic organizer and brainstorm at least 4 poetic devices that you often see in poetry. Poetic Devices

  6. Announcements & Agenda 2/25 What is due today… • 1. Verb tense worksheet due for late grade. Announcements: • 1. Bring interactive workbooks everyday this week. Agenda: • Identifying and understanding the basics of poetry. • Applying Knowledge of Sound Devices through Maxine Kumin’s poem, “Morning Swim”

  7. Glue the following poetry guide into your notebooks and copy what is underlined. Poetry is the art of expressing one’s thoughts in verse It uses few words to convey its message. It is meant to be read aloud. Poetry evokes our emotions.

  8. Poems use imagery or figures of speech to explain feelings or to create a mental picture or idea. • Such imagery and figures of speech suggest action or mood. • Many poems have a specific rhyme scheme. • Poems can rhyme or not rhyme.

  9. Activity One: “Flow Charting” • Take a large strip of construction paper and fold the strip into three squares, creating three separate parts. Title each of the squares the following: Content Meaning Structure/Form

  10. Form/Structure: Poetry and Lines • Copy the following into the first square. • Lines in a poem are organized into stanzas • Two lines is a _________________ • Three lines is a tercet • Four lines is a _________________ • Five lines is a quintrain • Six lines is a __________________ • Eight lines is an octet.

  11. Poetry Form: Stanzas • Continue to copy the following into the first square. Stanzas • Gives poems structure • Each stanza emphasizes a different: a. idea b. image c. thought d. emotion

  12. Poetry Form: Rime 1. Words rhyme when they have the same sound. • End rhyme: words rhyming at the end of lines • Internal rhyme: a word at the end of the line rhyming with a word in the middle of the line. • Slant rhyme: similar but not identical sounds. For example: The whiskey on your breathCould make a small boy dizzy;But I hung on like death:Such waltzing was not easy. ~”My Papa’s Waltz” by Theodore Roethke~ What examples of Internal rhyme and Slant rhyme do you See in this stanza?

  13. Rhyme Scheme (page 276 in workbook) • 1. A rhyme scheme is a pattern of end rhymes in a poem. • 2. Poets use rhyme and rhyme scheme to add a musical sound to their poems. Mr. Brown the Circus Clown Mr. Brown, the circus clownputs his clothes on upside down.He wears his hat upon his toesand socks and shoes upon his nose. • Rhyme scheme: _____________ My Penmanship is Pretty Bad • My penmanship is pretty bad.My printing’s plainly awful.In truth, my writing looks so sadit ought to be unlawful.

  14. Maxine Kumin’s “Morning Swim” 1. Ms. Stokes, please read the poem aloud  2. Students: read the poem to yourself again 3. Answer the attached questions independently. 4. If not completed, complete for homework!

  15. BR: Present Perfect Progressive tense 2/26 • The present perfect progressive tense expresses the idea that something has happened continuously since some time in the past, and is still happening now. Example: I / You / We / They (work) have been working for two hours. Example: He / She / It (work) has been working for two hours. • Copy the following sentences and conjugate the verb in parentheses using the present perfect tense. • 1) I (write) _______ _______ _________ my new book for ten months. Thankfully, it is almost finished. • 2) The runners (race) _______ _______ _________ since 9:00 in the morning. Now it is 3:00 p.m., and the leaders are about to cross the finish line. • 3) The weather has been dreary all week. It (rain) _______ _______ _________ since Monday. Hopefully, we will have some sunshine this weekend.

  16. Announcements & Agenda 2/26 Announcements • Bring interactive workbook everyday. • Quiz on poetic devices next Wednesday. Agenda • Review poetic devices on form: stanzas, rhyme… • Paired activities: applying knowledge of sound devices to workbook poetry.

  17. Review of Yesterday’s Lesson • Yesterday, we learned about category of form and structure in poetry. Copy the following questions and answer them based on what you learned. • Define imagery: how is it used in poetry? • Identify the following poetic device: ___________________ is a pattern of rhymes within a poem. • List three types of stanzas. • Why would a poet incorporate multiple stanzas into their poetry?

  18. Maxine Kumin’s “Morning Swim” • Re-read “Morning Swim” • Finish your questions (10 min)

  19. Sound & Sense: the language of poetry. • read the quick write and discussion prompt on page 276 in your workbook. think about a recent encounter you had with nature. What was your attitude at that moment? In that moment—admiration? Boredom? Jot down some notes in the notebook to your left

  20. Text Analysis: Sound Devices • highlight the literary devices and techniques of • rhyme • rhyme scheme • end rhyme • Alliteration • onomatopoeia • Highlight reading strategies.

  21. BR: reviewing perfect present tense 2/27 Use your previous knowledge and skills of past perfect tense to conjugate the verbs in parentheses in perfect present tense. 1. Anthony (play) _______ _______ ________ soccer his entire life. Soon, he will go to college on a soccer scholarship. 2. The baby (cry) _______ _______ _________ all night. He has been doing that every night since he was born. 3. Julian and I (try) _______ _______ _________ to find jobs for two weeks. 4. Mrs. Burk is giving her students an algebra test right now. The students (take) _______ _______ _________ the test for thirty-five minutes.

  22. Announcements & Agenda 2/27 Announcements • 1. If you were not here yesterday, finish questions for the poem “Morning Swim” (classwork grade) • 2. Quiz on Poetry next Wednesday: (class notes on structure/form, “Morning Swim” and “Chicago” Agenda 1. Alliteration activity 2. Clock Activity: analyzing three poems for sound devices.

  23. Alliteration “Sally sold sea shells..” Copy the following into your spiral notebooks beneath your review questions: Sound Devices: What is Alliteration? Alliteration is the repetition of consonant sounds at the beginning of the word: (every letter other than vowels: ) Example: Sally sound sea shells on the sea shore

  24. Assonance: ‘oooahhh!’ • What is Assonance? • Assonance is the repetition of vowel sounds within words to create rhyme • For example: Go and mow the lawn. • Read the excerpt from Samuel Taylor Coleridge’s poem “Kubla Khan” • Circle examples of alliteration with a red pencil • Circle examples of assonance with a green pencil. • Write examples of each on the worksheet.

  25. Group Activity • Draw the following clock into your spiral notebook: 1st Partner: “There will Come Soft Rains” (4 min) 2nd Partner: “Morning At Night” (4 min) 3rd Partner: “The Sound Of Night” (6 min) Ms. Stokes Kristen Ben

  26. Group Activity (15 min) • 9am Appointment: complete questions for poem “There will Come Soft Rains” page 278 and chart on page 282 • 12noon Appointment: “Meeting at Night” • 3pm Appointment: “The Sound of Night”

  27. Bell-ringer: poetic sound devices. 3/5 • Copy the following chart and identify the sound devices used in each excerpt from various poems.

  28. Announcements & Agenda 3/4 • Announcements • 1. Poetry Quiz will be on _________________ • 2. Bring your interactive workbooks everyday! Agenda • Review of sound devices and activity from workbook • Note-taking: Analyzing a Poem’s content and meaning by looking at Langston Hughes’ poem “Mother to Son”

  29. Review of Prior Lesson: Sound Devices • Turn to page 278 in your interactive workbooks. Instructions: whoever volunteers to answer the first question, will select a random name from the Participation Bucket to answer the next question! • What is the definition of rhyme scheme? • Provide an example of rhyme scheme from “There will Come Soft Rains.” • What is alliteration? • Provide an example of alliteration from “Meeting at Night” • The following line is an example of what literary device: “A tap at the pane” • What is onomatopoeia? • Provide an example from “The Sound of Night”

  30. Analyzing A Poem: Content • How do we analyze the content of a poem? (copy the following into your square labeled ‘content’) • 1. Analyze the title! • Brainstorm/make personal connections • 2. Read and paraphrase the poem: • Paraphrase: to put something into your OWN words: 1-2 sentences per stanza. • 3. Define difficult words. • 4. Determine the tone: through descriptive words, is the author angry? Passionate?

  31. Analyzing a Poem: Meaning • What is figurative language? (copy the following into your square labeled ‘meaning’) Figurative language is language used with a meaning that is different from the basic meaning.

  32. Poetic Devices: Simile, Metaphor and Personification. • A. Simile: a comparison using ‘like’ or ‘as’ • Example: She was as fast as lightning • B. Metaphor: a comparison NOT using ‘like’ or ‘as.’ • Example: The assignment was a breeze • C. Personification: giving human qualities to nonhuman objects. • Example: the trees swayed their branches in the wind.

  33. Poetic Devices: Apostrophe, Diction, and Symbolism • D. Apostrophe: speaker addresses an imaginary character or thing. • Example: Oh Book, how I love thee! • E. Diction: author’s word choice: • Example: hey ya’ll! Youse guys! • F. Symbolism: use of symbols to signify ideas and qualities different from their literal sense. • Example: a snake symbolizes evilness and trickery.

  34. Exit ticket: the big picture • 1. Through your analysis of Hughes’ figurative language, what could the theme/central message of the poem be? • 2. How can the central message of the poem stand as a universal theme? (how can it be applied to everyone)

  35. Bell-ringer: Simile and Metaphor 3/6 Identify these literary devices as a metaphor or as a simile. COPY EACH SENTENCE! 1. The car headlights were as bright as the sun. 2. His face was a barren landscape of sorrow, parted by rivers of tears. 3. His sword was as sharp as a knife. 4. His back pack was like a giant basketball. 5. Their relationship had begun to bud again, after a long and desolate winter. (Write two sentences using a simile and a metaphor.)

  36. Announcements & Agenda 3/6 • Announcements • 1. Poetry quiz on Monday: we will meet in the library • 2. Poetry Project due March 17th (this will be given to you on Monday • 3. End of 9 weeks = March 13th. If make-up work is not complete, grades will remain zeroes. You need to meet with me and discuss your grade! • Agenda • 1. Analysis of Carl Sandburg’s “Chicago”

  37. Poetry: pre-reading strategies • Copy the following and brainstorm words that come to mind… Natives of Chicago Chicago

  38. Pre-reading strategies: making personal connections Respond to the following writing prompt by writing a minimum of 5 sentences: we often hear individuals exclaim, “I am a New Yorker! Born and Bred!” or “West side for life!” often with a tone of pride and admiration. Do you consider yourself belonging to a city, a town or a state?” Why? Think about affection, love or passion you may have for a place.

  39. Pre-reading strategies: understanding historical context. • Read the poem, “Chicago” by Carl Sandburg to yourself. • Complete the following questions in your packet: 1. Underline all of the descriptive words that the writer attributes to Chicago 2. What can you infer about the city?

  40. Picture Gallery • 15 minutes: analyze the pictures provided to you in the gallery packet. • Select 2 pictures and answer the questions in your packet on the worksheet titled: “Chicago documentary analysis worksheet” • You will have 15 minutes to complete this activity. • I will call on you at random to share your thoughts for some of the pictures.

  41. Paired Activity: Analyzing the Poem’s structure, content and meaning. • Work with your assigned partner to complete the questions on the back of the poem. • This packet including the picture activity questions and analysis of the poem will be due at the end of class for two class work grades.

  42. Exit ticket… • Turn the poem side ways and trace around the lines…. • Identify what you see by writing beside the poem 

  43. I. Rhyme Scheme

  44. Announcements & Agenda 3/10 • Announcements • 1. 4 days until end of grading period: complete make up work. • 2. Poetry project will be due on March 19th . It is worth a test grade. (G4) Agenda • Quiz on poetic devices • Review objective and details of project • Begin project (locate song/have it approved)

  45. During and After the Quiz • Talking during the quiz = automatic zero. YOU HAVE BEEN WARNED! • DO NOT WRITE ON QUIZ: PLACE ANSWERS ON A SCAN TRON. • When you have completed your quiz, place it in the black tray. • While you are waiting for everyone to finish the quiz, complete your questions for “Chicago”

  46. Bell-ringer: future progressive tense 3/3/14 The FUTURE PROGRESSIVE TENSE indicates continuing action, something that will be happening, going on, at some point in the future. • This tense is formed with "will" plus "be," plus the present participle of the verb (with an -ing ending) • Example: • I will be runningin next year's Boston Marathon. Copy the following sentence and conjugate the verbs in the future progressive tense:

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