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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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objectives the students will be able to
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.
strategies for learning
Strategies for Learning
  • Lesson 1: Understanding poetic structure
strategies for learning lesson 1 bell activity
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
strategies for learning vocabulary definitions
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
strategies for learning notes
Strategies for LearningNotes
  • Notes on line, stanza, end-stopped, enjambed using “Annabel Lee”
  • Notes on TP-CASTT using “Annabel Lee”
strategies for learning practice
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)
your turn
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
lesson 2 understanding rhyme
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
objectives
Objectives
  • Understand types of rhyme
  • Consider effects of rhyming choices
poems to consider
Poems to consider
  • “Annabel Lee” by Poe
  • “The Tide Rises, The Tide Falls” by Longfellow
  • “Stopping by Woods on a Snowy Evening” by Frost
strategies for learning vocabulary definitions1
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
vocabulary continued
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
vocabulary continued1
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
partner practice time
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.
individual practice time
Individual Practice Time!
  • Read and label all rhyming words in “The Raven.”
  • Also, locate examples of enjambed and end-stopped lines.
lesson 3 sound devices and figurative language
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
terms to know
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
more terms
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
partner practice
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
lesson 4 understanding rhythm
Lesson 4: Understanding Rhythm
  • Objectives:
    • Recognize metrical patterns in poetry.
    • Understand how authors’ choices affect meaning
lesson 3 bell activity
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?
learning rhythmic patterns
Learning Rhythmic Patterns
  • Listen to “Stressed and Unstressed” and consider the definitions to the following