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  1. Do Now (5 min) F a l l i n g L e a v e s Here is a poem by e.e. cummings Question: What effect does the structure of this poem have on you?

  2. Structure in Poetry Activity 3.6 

  3. Agenda • Do Now (5 min) • Objectives (2 min) • Read the Prose Version (2 min) • Where Would You Make Line Breaks? (7 min) • Read Gwendolyn Brooks Version (2 min) • The Effect of Brooks’ Structure (7 min) • What Literary Devices Does She Use? (10 min) • Prepare and Present an Oral Interpretation (5 min) • Listen to Brooks Oral Interpretation (5 min) • How Does Structure Affect Meaning? (10 min) • Closing (1 min) • Exit Slip (2 min) • Participation Grades (3 min)

  4. Content (The knowledge you’ll master today) • SWBAT: • Create rough draft classroom norms for 10 different situations • Create class-wide final-draft classroom norms for 10 different situations • Define the word “norm” and explain why it is important to have norms Objectives (2 min) • Content (The knowledge you’ll master today) • SWBAT: • Analyze the effect that structure and literary devices in a poem have on a reader Language (How you will master the knowledge) By: • Writing a poem from a prose version • Discussing the structure the author used • Annotating the text to identify literary devices

  5. Read the Prose Version (2 min) • Objective: SWBAT: Analyze the effect that structure and literary devices in a poem have on a reader by discussing the structure the author used Prose Version: The Pool Players. Seven at the Golden Shovel. We real cool. We Left school. We Lurk late. We Strike straight. We Sing sin. We Thin gin. We Jazz June. We Die soon. What does prose mean? Ordinary written or spoken language that uses formal sentences and paragraphs

  6. Where Would You Make Line Breaks? (7 min) • Objective: SWBAT: Analyze the effect that structure and literary devices in a poem have on a reader by discussing the structure the author used Rewrite the Prose version into a poem that has stanzas. Prose Version: The Pool Players. Seven at the Golden Shovel. We real cool. We Left school. We Lurk late. We Strike straight. We Sing sin. We Thin gin. We Jazz June. We Die soon. What is a stanza? A group of lines that form a unit within a poem

  7. Read Gwendolyn Brooks Version (2 min) • Objective: SWBAT: Analyze the effect that structure and literary devices in a poem have on a reader by discussing the structure the author used This is Brooks’ version.

  8. The Effect of Brooks’ Structure (7 min) • Objective: SWBAT: Analyze the effect that structure and literary devices in a poem have on a reader by discussing the structure the author used What effect does the authors poetic structure (her use of line breaks and stanzas) have on you?

  9. What Literary Devices Does She Use? (10 min) • Objective: SWBAT: Analyze the effect that structure and literary devices in a poem have on a reader by discussing the structure the author used and by annotating the text to identify literary devices What literary devices (also known as writing techniques) does Brooks use? HINT: Use your Literary Device Glossary on p. 206

  10. Prepare and Present an Oral Interpretation (5 min) • Objective: SWBAT: Analyze the effect that structure and literary devices in a poem have on a reader by discussing the structure the author used Based on your understanding of the poem and your understanding of how the effect that the structure and literary devices have on you, Prepare and present an oral interpretation of this poem 

  11. Listen to Brooks Oral Interpretation (5 min) • Objective: SWBAT: Analyze the effect that structure and literary devices in a poem have on a reader by discussing the structure the author used Let’s listen to how Brooks herself reads this poem!

  12. How Does Structure Affect Meaning? (10 min) • Objective: SWBAT: Analyze the effect that structure and literary devices in a poem have on a reader by discussing the structure the author used How does the structure affect the meaning?

  13. Content (The knowledge you’ll master today) • SWBAT: • Create rough draft classroom norms for 10 different situations • Create class-wide final-draft classroom norms for 10 different situations • Define the word “norm” and explain why it is important to have norms Closing (1 min) • Did you master the following objectives? • Content (The knowledge you’ll master today) • SWBAT: • Analyze the effect that structure and literary devices in a poem have on a reader Language (How you will master the knowledge) By: • Writing a poem from a prose version • Discussing the structure the author used • Annotating the text to identify literary devices

  14. Exit Slip (3 min) • How did the structure of Brooks’ poem We Real Cool affect you?

  15. SMART (Participation) Grade (5 min) Each day YOU will decide the grade you deserve.* Your 5-point daily participation grade is based on CLA’s core-values: CLA Students are S.M.A.R.T. S = Self-Controlled M = Motivated A = Accountable R = Respectful T = Timely What do you deserve today? *One point for each core-value (5 points possible each day). I reserve the right to change these grades.