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Exploring Modernism in T.S. Eliot and Wallace Stevens

This lesson focuses on analyzing T.S. Eliot's "The Love Song of J. Alfred Prufrock" and Wallace Stevens' poems. Students will engage in discussions about themes, characters, and literary devices within the texts, emphasizing qualities that define modern poetry. Activities include taking active notes, conducting guided group discussions, and skimming critical essays to enhance understanding. A collaborative report-out session will allow groups to share insights on the poems' modern themes and devices, preparing them for an in-class assessment on Modernism.

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Exploring Modernism in T.S. Eliot and Wallace Stevens

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  1. Bellwork: “Conversation Galante” • What is Eliot talking about in this poem? • Plot? • Characters? • Theme? • What major literary devices did you find? • What qualities make this poem“Modern”? • Let’s listen … • (Click on the fourth “play” button next to the title “Conversation Galante”) • CLASS CAPTAIN (MS HB’s SURROGATE): CASEY • Time: 4 minutes

  2. Homework • TS Eliot: “The Lovesong of J. Alfred Prufrock” • Take Active Notes on the ENTIRE poem • Complete the THREE T’s for the poem in your JOURNALS • Use the guiding questions for the poem as you see fit… (“Prufrock Guiding Questions” handout) • Prepare for Modernism In-Class Assessment • 12/6 (1, 2, 3, 4); 12/9 (7) • Coached Project • December 13—all items DUE • December 19—Presentation Day  • Word Bank • Tempus Trackers • Book Reviews for MP2

  3. Unit N • Presenters: Tianna, Mikyle, Tyler, Sam, Tyesha • 7 Minutes • Quiz, Unit N • 7 minutes & place in the folder 

  4. Stevens Groups: Period 7

  5. Journal: “Putting Stevens in Perspective”Preparation: 1 minute • Resources • Critical Article (*NEW* handout) • Poetry packet (you’ve already got this…) • Poetic Terms Glossary (in your journals…) • “Notes on Modernism” handout (you’ve already got this…) • Roles • Inferencer • Comes up with conclusions, based on information from teammates & the critical article • Literary Device Analyst • Finds and analyzes literary devices used in the poem • Recorder/Reporter • Keeps adequate notes for all group members & reports findings to the class • Once you’re settled, please send a “liaison” from your group to retrieve copies of your critical essay • These are in the front of the room on the whiteboard ledge, labeled with the title of your poem

  6. Journal: “Putting Stevens in Perspective”Activity: 20 minutes to work • Tasks • REREAD the poem that your group was assigned ALOUD • Determine: • Major theme(s) = MESSAGE • Important literary device(s) • How this poem is MODERN • SKIM THE CRITICAL ESSAY(S) WITH YOUR GROUPMATES • Find a few interesting “tidbits” from the critical essays that could help you understand the poem better! • Discuss what new understandings the critical essay gave you, and new questions brought about by the essay.

  7. Journal: “Putting Stevens in Perspective”Report-Out: 15 minutes • Poem Order: • “Disillusionment of Ten O’Clock” • “Peter Quince at the Clavier” • “Thirteen Ways of Looking at a Blackbird” • What to take notes on/report out on: • Theme • Major Literary Devices • What the critical article had to say • Traits (characteristics) of Modernism

  8. Reminders… • Read “Prufrock” • Study for Modernism Essay Assessment • Coached Project… mmmhmmm

  9. Stevens Groups: Period 1 • Once you’re settled, please send a “liaison” from your group to retrieve copies of your critical essay • These are in the front of the room on the whiteboard ledge, labeled with the title of your poem

  10. Stevens Groups: Period 2GET YOUR STUFF AND MOVE!

  11. Stevens Groups: Period 3 • Once you’re settled, please send a “liaison” from your group to retrieve copies of your critical essay • These are in the front of the room on the whiteboard ledge, labeled with the title of your poem

  12. Stevens Groups: Period 4“You need to move it, move it”

  13. Announcements & Housekeeping • Word Bank • “Bar Board”…

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