University of Missouri–St. Louis



My name is Amy Elliot, and I am an English teacher at Gateway Institute of Technology in St. Louis, Missouri. I was privileged to grow up in a family that made sure education came first for both me and my younger sister. We moved around the country a lot when I was young, and my parents made it a priority to make sure that we were sent to quality schools, worked hard, and took advantage of every opportunity. Seeing this dedication inspired me to want to be in the field of education. Early on in life, I discovered that school was a lot of fun. There is so much to learn! Even today I believe that being a student would be the perfect job (with the exception of the debt)! I have been influenced by amazing teachers throughout my schooling and wish to be that kind of teacher for the next generation. After high school, I attended the University of Notre Dame and earned my Bachelor of Arts in English and psychology. I also spent a semester in Athens, Greece studying ancient archeology and history. I spent the summer before my senior year working in New Orleans at an educational non-profit organization called Boys Hope Girls Hope. I got to spend eight weeks working with five of the most wonderful boys I’ve ever met, who have drastically affected my perception of educational equality and how each child can achieve something amazing. After college, I joined Teach For America. I want to be that person that makes a difference in someone’s life and have a direct, tangible impact that could last a life time.

“It is our work and their futures. If not me, then who will step forward?”

Amy Elliot

“Education is the most powerful weapon which you can use to change the world.”

Nelson Mandela

Unit 4: Reading

18th and 19th Century Poetry’s Significance on English Literature

Amy Elliot

Curriculum

February 25, 2010

Rationale:

Poetry is arguably one of the most terrifying subjects for students in an English classroom. Short lines, cryptic language, few characters/plot, and often indiscernible meanings all contribute to the trepidation and confusion. Poets, throughout the ages, have used their writing to communicate themes ranging from love to death to God to revenge to the poetry itself. It is a timeless art form and means of expression, and yet it is a constant struggle in the

classroom. The English poets have shaped the face of English literature. Arguably, the canon of English literature would be incomplete without it. It is therefore critical for students to study and appreciate the efforts of the English poets and their impact on their society. The study of poetry allows students to practice, often on a smaller scale, key literary analysis skills that they will need when reading and interpreting literature, rhetoric, and writing throughout college and their lives. By studying English poetry, they not only gain key skills but also study some of the greatest poetry that helped define a culture. After all, poetry came before prose!

The 18th and 19th century poets are primarily the Romantics and the Victorians. Though both alike in dignity, to borrow Shakespeare’s phrasing, they have provided tremendous contributions to English literature in different ways. Romantic poets have moved from the Enlightenment and Age of Reason to the realm of emotion, feeling, and a celebration of nature while the Victorians focused on love, classical times, and often critiqued society. This unit will ideally combine both skills and content to give students a comprehensive picture of 18th and 19th century poetry. They will be able to read poetry for content, style, and theme while also understanding the historical picture and the cultural significance of the works.

Summary:

Students will read a various selections of Romantic and Victorian poetry such as those from Wordsworth, Coleridge, Keats, and Shelley. The bulk of the poetry will stem from the Romantics given the number of important Romantic figures. We are reading a Victorian novel after our poetry unit and will be able to concentrate more on the importance of the Victorians then. (One of the largest contributions of the Victorian era was the novel while there are many notable Romantic poets.) We will also touch briefly on cavalier poetry to show the transition away from sonnets. Students will also examine different forms of poetry such as lyric and narrative poetry, odes, and dramatic monologues. There will be a strong focus on literary devices, as they will be required to define them, identify them within the poetry, and explain their significance. In order to help with comprehension of the text and identifying literary devices, they will be given a structure guided note sheet to help them paraphrase difficult lines, summarize the poem, decipher literary techniques, and theme. Students will use a graphic organizer to track themes throughout the poetry unit. Students will be responsible for knowing the history of the period as well by creating posters in cooperative learning groups and presenting them orally to the class. They will also write two poems to demonstrate mastery of form, style, and literary devices

GLEs:

R1Gb,f,g: During reading, utilize strategies to self-monitor comprehension of the text, paraphrase, and summarize

R1Hd: Apply post-reading skills to comprehend, interpret, analyze, and evaluate text: draw conclusions

R1Ia: Compare, contrast, analyze, and evaluate connections text to text

R1Ic: Compare, contrast, analyze, and evaluate connections text to world

R2A: Analyze and evaluate text features in grade level text

R2B: Analyze and evaluate literary techniques, sensory details, figurative language, and sound devices previously introduced

R2Cc: Analyze the development of a theme across genres

R2Cd: Evaluate the effect of tone on the overall meaning of the work

Objectives:

By the end of this unit, students will be able to:

Read poetry from comprehension and be able to summarize it

Define literary devices such as simile, metaphor, hyperbole, personification, symbolism,

onomatopoeia, irony, point-of-view, and apostrophe.

Identify a poem as lyric, narrative, ode, or dramatic monologue

Understand the historical significance of the Romantic and Victorian poets

Identify themes and motifs in poetry and compare them across genres

Identify tone of the poem and/or speaker

Length of Curriculum:

The unit will last 13 class periods. I teach in the block so 2 classes per week will be 90 minutes long and the 3rd class (on Friday) will last 45 minutes. There is also a Benchmark exam in the middle of the unit, which does take away one of the days. The last day of the unit will be the summative assessment. It will run for a total of 5 weeks.

Materials and Resources:

School:

Textbook

Teacher:

Poster paper

Cardstock paper

Markers, colored pencils, and paint

Handouts and graphic organizers

Landmark Cards

Student:

Pencil

Notebook

Assessment:

Students will be tested with a summative written exam at the end of the year. They will be required to answer a series of multiple choice and constructed response questions regarding literary devices, comprehension of text, theme, and tone. Students will complete 2 projects throughout the unit. One will require each student to pick a modern conflict and write a poem from either the side of the innocent or the aggressor in the situation and incorporate symbols and the theme of good vs. evil. (This will be in conjunction with reading Blake and studying symbolism.) We also decorate their writings with watercolor, which is how Blake published his poetry. They will each be asked to write a ballad as well. It must demonstrate that they know ballad form and structure as well as tell a story (since it is a narrative.) In groups, students will also create posters on the historical context of the time and present it to the class. Mini-quizzes and exit tickets will given throughout the unit (every 2-3 days or so) to check for mastery or skills and content. I will also use oral participation (cold calling as necessary) as a less formal gage of understanding. This will be used to clarify misunderstandings in the moment while the other formative assessments will serve as indicators of progress on the standard as well as a decision making barometer for reteaching.

Teacher Calendar

| |Monday |Tuesday |Wednesday |Thursday |Friday |

|Week One | | |Introduce Cavalier |Block scheduling. Same as |Do Now: How do we |

| | | |Poetry – historical |Wednesday |apply carpe diem to |

| | | |Background | |our lives? |

| | | |(transition between | |Cooperative learning |

| | | |sonnets before | |groups – students |

| | | |Romantics) | |will read “To |

| | | |Key characteristics of | |Lucasta, Going to |

| | | |Cavalier poetry | |War.” |

| | | |Carpe Diem as a theme | |Students will answer a |

| | | |Watch “Dead Poets | |series of |

| | | |Society” clip about | |comprehension |

| | | |Carpe diem – | |questions and be |

| | | |Discuss | |required to identify |

| | | |Read “To the Virgins to | |elements of Cavalier |

| | | |Make Much of Time” | |poetry and how |

| | | |and analyze for | |carpe diem is |

| | | |literary devices, | |incorporated |

| | | |elements of Cavalier | | |

| | | |poetry, and carpe | |Homework: Read 457 Marvell’s “To|

| | | |diem theme | |his Coy Mistress” Answer 458 |

| | | |Read “The Constant | |#1-4 and state elements of |

| | | |Lover” and analyze | |Cavalier poetry and how carpe |

| | | |for irony and | |diem is used. |

| | | |hyperbole, elements | |R1Gb, R2A, R2Cc |

| | | |of Cavalier poetry, | | |

| | | |and carpe diem theme | | |

| | | |R1Gb, R1Gf, R2A, R2B, R2Cc | | |

|Week Two |Benchmark Exam – takes the |Benchmark Exam- takes the entire|Students will have short |Block scheduling: Same as |Introduce symbols, |

| |entire period |period |quiz over Cavalier |Wednesday |symbolism, and |

| | | |poetry (formative | |archetypes. |

| | | |assessment) to test | |Read William Blake’s |

| | | |for mastery of skills | |“The Lamb” and |

| | | |(R1Gb, R2A, R2B | |“The Tyger” |

| | | |and R2Cc) | |As a class, we will |

| | | |Cooperative learning: | |discuss the symbols |

| | | |Students will be | |and the theme of |

| | | |assigned to 6 | |good vs. evil. We |

| | | |different groups. | |will discuss religious |

| | | |Each group will be | |connotations and |

| | | |responsible for one | |ponder the question |

| | | |section of the history | |the speaker is asking |

| | | |of the time period. | |about the Creator. |

| | | |Each group will | | |

| | | |construct a poster | |R1Gb, R1Gg, R2B, R2Cc |

| | | |(given a rubric) to | | |

| | | |present the | | |

| | | |information in an | | |

| | | |organized, appealing | | |

| | | |way to be displayed | | |

| | | |in the classroom. | | |

| | | |Jigsaw (numbered | | |

| | | |heads). Each person | | |

| | | |in each group will | | |

| | | |be numbered. All of | | |

| | | |the 1s, 2s, 3s, etc will | | |

| | | |then group together. | | |

| | | |Each will present | | |

| | | |their information. | | |

| | | |There will be a short | | |

| | | |quiz over the | | |

| | | |information to test | | |

| | | |mastery of historical | | |

| | | |content | | |

| | | |R1Ic | | |

|Week Three |Students will pick a |Block Scheduling – same as |Introduce lyric poetry |Block scheduling – same as |Re-teaching Skills |

| |pressing issue of the |Monday |Introduce nature poetry |Wednesday |Students will first be |

| |time (global or local). They | |Discuss Wordsworth’s | |asked to identify |

| |will write a poem | |Romantic background | |what they feel they |

| |(a la William Blake) | |Discuss importance of | |struggle with the |

| |from either the | |Romanticism to the | |most in poetry. |

| |innocent’s POV or | |changing nature of | |I will have 4 stations |

| |the aggressor’s POV. They must | |English literature | |around the room. |

| |incorporate | |Read “World is Too | |Each station will |

| |symbols and the | |Much” as a class | |have 3 colored |

| |theme of good vs. | |Students will have a | |folders (3 red, 3 |

| |evil. | |poetry guided | |yellow, 3 blue, and 3 |

| |(EC: They may do | |worksheet to fill in | |purple.) Each color |

| |both). | |as we read to help | |group will hold a |

| |After writing the poem, | |them identify | |different exercise |

| |students will | |speaker, tone, etc | |covering the skills |

| |transcribe their poem | |Allusion – define | |taught – Cavalier |

| |onto parchment paper | |Discuss literary | |poetry, symbolism, |

| |and decorate it with | |elements and what | |theme, and nature |

| |watercolor. This is | |makes this a nature | |poetry. There will be |

| |how William Blake | |poem | |2 worksheets in each |

| |published his poems. | |Differentiated | |folder. |

| |Share with class | |instruction: Students | |Students will select |

| |R1Ic, R2B, R2Cc | |will be placed into | |which skill set they |

| | | |groups based on | |feel they need the |

| | | |ability levels. Each | |most help with and |

| | | |group will be given | |go to that station. |

| | | |a different | |There may be no |

| | | |Wordsworth poem at | |more than 6 people |

| | | |different levels of | |at each station and |

| | | |rigor. Each group | |only 2 people at each |

| | | |will be required to | |folder. |

| | | |complete the guided | |Students should have |

| | | |poetry worksheet and | |time to complete at |

| | | |Theme Wheel for | |least 2 exercises. |

| | | |their poem. | |R1Hd,R2A,R2B, R2Cc |

| | | |R1Gg, R1Hd, R1Ia, R1Ic, R2A, | | |

| | | |R2B, R2Cc | | |

|Week Four |Introduce narrative |Block schedule – same as Monday |Complete Rime of the |Block schedule – same as |Background on Lord |

| |poetry (other types) | |Ancient Mariner. |Wednesday |Byron |

| |Introduce ballad form | |Discuss the ending | |Students will read |

| |Coleridge background | |(finished for hw) and | |“Apostrophe to the |

| |Read Rime of the | |how it relates to | |Ocean.” |

| |Ancient Mariner | |other nature poets in | |We will focus on the |

| |Complete poetry | |terms of theme. | |literary term |

| |analysis worksheet | |Background on Shelley. | |apostrophe as well as |

| |Analyze literary | |Read Shelley’s | |key images. |

| |Devices (internal | |“Ozymandias” | |Discuss thematic |

| |rhyme, | |Discuss content and aspects of | |aspects and how it |

| |onomatopoeia, | |Nature poetry | |relates to other nature |

| |symbolism), ballad | | | |poetry. What is the |

| |structure, theme, | |Each student will | |author’s message? |

| |nature elements | |randomly draw a | |R1Hd, R1Ic, R2A, R2B, R2Cc |

| |Add themes and | |“wonder of the world | | |

| |Coleridge to theme | |card.” They will | | |

| |wheel | |compose a poem | | |

| |In small groups, | |about that particular | | |

| |students will finish | |wonder of the world. Each poem | | |

| |reading Rime and | |must contain | | |

| |answer discussion | |a set of literary | | |

| |questions | |devices. | | |

| |R1Gb, g, R1Hd, R1Ia, R2A, R2B, | |Must incorporate nature | | |

| |R2Cc | |aspect to it | | |

| | | |R1Hd, R1Ic,R2A, R2B | | |

| | | | | | |

|Week Five |Quiz over Romantic |Block scheduling – same as |Introduce Victorian |Block scheduling – same as |Review day for the exam |

| |poetry – Wordsworth, |Monday |Poetry |Wendesday | |

| |Coleridge, Shelley, | |Compare and contrast to | | |

| |Byron, and literary | |the Romantics | | |

| |devices | |Introduce Browning | | |

| |Burke pg. 92 – theme | |Students will read | | |

| |wheel. We will | |“Porphyria’s Lover” | | |

| |generate themes we | |We will discuss | | |

| |have seen so far and | |characterization, tone, | | |

| |start to complete the | |mood, and literary | | |

| |wheel. They will be | |devices. | | |

| |expected to use all of | |Students will write stage | | |

| |the poems we have | |directions for the | | |

| |discussed so far in | |poem. They will be | | |

| |class. (30 minutes). | |given a handout of | | |

| |Introduce ballad project. | |expectations. They | | |

| |Students will be given | |must pay attention | | |

| |the handout for the | |to point of view, | | |

| |ballad project and | |tone, character, plot, | | |

| |verbal instructions. They will | |and potential setting. | | |

| |have in-class | |R1Gg, R1Hd, R2B, R2Cc, R1Ia | | |

| |time to work on it | | | | |

| |after completing | | | | |

| |their theme wheel. | | | | |

| |R1Ia, R2A, R2B, R2Cc | | | | |

|Week 6 |Unit Exam |Unit Exam | | | |

| | | | | | |

| | | | | | |

Student Calendar

|Monday/Tuesday |Wednesday/Thursday |Friday |

|January 25/26 |January 27/28 |January 29 |

| | | |

|Hamlet Exam (previous unit) |Topic: Cavalier Poetry |Topic: Cavalier Poetry |

| |Class work: Notes and Poetry |Class work: Group poetry |

| |Reading (pg. 551, 553) |Work (pg. 554) |

| |Homework: None |Homework: Marvell pg 657. Questions 1-4 on 658 |

| |Bring Book: YES |Bring Book: YES |

|February 1/2 |February 3/4 |February 5 |

| |QUIZ – Cavalier poetry | |

|Benchmark Exam |Topic: English History Background |Topic: Symbolism and Theme |

|Homework: None |Class work: Poster Projects |Class work: Blake poems (pg 642, |

|Bring Book: No |Homework: None |643) and discussion |

| |Bring Book: YES |Homework: None |

| | |Bring Book: YES |

|February 8/9 |February 10/11 |February 12 |

| | | |

|Topic: Symbolism and Theme |Topic: Nature/lyric poetry and |Topic: Reviewing Concepts |

|Class work: Composing poems and |Wordsworth |Class work: Station work |

|water color |Class work: Notes, Poetry, Group |Homework: None |

|Homework: Finish poem if not |work |Bring Book: No |

|completed in class |Homework: Complete poem analysis | |

|Bring Book: YES |Bring Book: YES | |

|February 15/16 |February 17/18 |February 19 |

| | | |

|Topic: Narrative poetry and Nature |Topic: Nature poetry and Shelley |Topic: Nature poetry and Byron |

|Class work: Read “Rime of the |Class work: Read “Ozymandias” |Class work: Notes and read |

|Ancient Mariner”(pg 715) and |(pg. 762) and compose original |“Apostrophe to Ocean” and |

|complete worksheets |poem on natural landmark |complete poetry analysis |

|Homework: Finish poem and |Homework: Complete poem if not |worksheet. (pg. 751) |

|worksheet |finished in class |Homework: None |

|Bring Book: YES |Bring Book: YES |Bring Book: YES |

|February 22/23 |February 24/25 |February 26 |

|QUIZ – Nature poetry | |BALLAD DUE TODAY! |

|Topic: Theme and Ballads |Topic: Victorian Poetry and |Topic: Review for exam |

|Class work: Complete theme wheel |Browning |Class work: Jeopardy |

|and introduce ballad project. In- |Class work: Notes, read |Homework: Study for exam and |

|class time to work |“Porphyria’s Lover,” (pg. 782), |study guide |

|Homework: Work on ballad |write staging |Bring Book: No |

|Bring Book: YES |Homework: Work on ballad | |

| |Bring Book: YES | |

|March 1/2 | | |

| | | |

|Poetry Exam! | | |

|Homework: None | | |

|Bring Book: No | | |

Romanticism and Nature Poetry

Ballad Project

This project will demonstrate your understanding of ballads, literary devices, and theme in poetry.

Objective: Create an original ballad using proper ballad form and the literary devices we have discussed in class.

Why are we doing this? If you can create your own ballad and write your own literary devices, it will demonstrate that you understand what we have discussed in class. If you can write it, then you can find it in poetry! It will also be excellent practice for the exam!

Project Requirements: 45 points total

Length: Minimum of 6 stanzas

Form: Traditional ballad form as discussed in class

Quatrains

Ballad rhyme scheme: abcb

Ballad meter: 1st and 3rd lines are iambic tetrameter and 2nd and 4th

lines are iambic hexameter

Content: Narrative and Nature

Must tell a story

Story may be the topic of your choice

Must involve nature (think Wordsworth, Coleridge, and Byron):

Nature should be an important element in your poem

You may use court world/green world if you would like to

Literary Devices: You must include 7 out of the following 10 devices

Simile Symbol

Metaphor Allusion

Personification Hyperbole

Apostrophe Alliteration

Irony Internal rhyme

Examples:

Below are examples of ballads to help guide you. They will be particularly useful for the narrative content and form.

It is an ancient Mariner,

And he stoppeth one of three.

`By thy long grey beard and glittering eye,

Now wherefore stopp'st thou me?

The bridegroom's doors are opened wide,

And I am next of kin;

The guests are met, the feast is set:

Mayst hear the merry din.'

He holds him with his skinny hand,

"There was a ship," quoth he.

`Hold off! unhand me, grey-beard loon!'

Eftsoons his hand dropped he.

He holds him with his glittering eye -

The Wedding-Guest stood still,

And listens like a three years' child:

The Mariner hath his will.

The Wedding-Guest sat on a stone:

He cannot choose but hear;

And thus spake on that ancient man,

The bright-eyed Mariner.

Rubric: Total – 28 points (structure)

| |4 |3 |2 |1 |

|Length |Minimum 6 stanzas |5 stanzas |4 stanzas |3 or fewer stanzas |

|Quatrains |Quatrains are used correctly|Quatrains are used for most |Quatrains are used for some |Quatrains are not used |

| |for all stanzas |stanzas |stanzas | |

|Rhyme Scheme |Ballad rhyme scheme is used |Ballad rhyme scheme is used |Ballad rhyme scheme has many|Ballad rhyme scheme is not |

| |consistently and correctly |but contains a few mistakes |errors and is inconsistent |used |

|Ballad Meter |Ballad meter is used |Ballad meter is mostly |Ballad meter has many errors|Ballad meter is not used or |

| |consistently and correctly |correct but with a few |and is not consistently used|is too inconsistent to be |

| | |mistakes |throughout the poem |recognized as ballad meter |

|Narrative |Is a well-told and |Tells a story in a routine |Story elements are weak and |Does not tell a story |

| |compelling story |fashion |scattered | |

|Nature |Nature is incorporated in a |Nature is incorporated in |Nature plays a very minor |Nature is not included in |

| |relevant, interesting, and |the poem in a routine but |role and is barely |the ballad |

| |creative way to enhance the |correct fashion |noticeable | |

| |poem | | | |

|7 literary devices included |At least 7 devices are |At least 6 devices are |At least 5 devices are |4 devices or fewer are |

| |included |included |included |included |

|Literary Term (write below) |Example from your ballad (write out and give line number) |

| |Ex:“Life is like a box of chocolates” (8) |

|Ex: “Simile” | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

Each literary term will be awarded an additional two points if used correctly in the poem for an additional 14 points.

| |2 |1 |0 |

|Literary Device |Device is used in the poem |Device is used in the poem but may |Device is not used in the poem |

| |accurately |have a problem | |

Graphic Organizer

|Title | |

|Author | |

|Speaker | |

|(point of view) | |

| | |

|Subject | |

|(what is it about?) | |

| | |

|Mood | |

|(Feeling or atmosphere | |

|created by the poem) | |

| | |

|Tone | |

|(How does the writer | |

|feel about the topic?) | |

| | |

|Purpose | |

|(Reason the author | |

|wrote the poem) | |

| | |

|Structure | |

|(Form, rhyme scheme | |

| | |

|Images | |

|(Mental images generated | |

|by vivid descriptions and | |

|figurative language) | |

|Similes and Metaphors | |

|(List and explain each) | |

| | |

|Personification and other | |

|literary devices | |

|(List and explain each) | |

Lesson Plans

Lesson 1

Objective:

SWBAT define cavalier poetry

SWBAT list characteristics of cavalier poetry and identify them in a work

SWBAT define carpe diem and identify it as a theme in a poem

SWBAT identify and analyze literary devices in poetry such as hyperbole, irony, metaphor, etc

Assessment:

Students will be assessed through a homework assignment testing their knowledge of the above skills. They will also be given a formative assessment in the form of a quiz the following week to check for mastery.

Opening:

Do Now: What makes poetry so difficult? Why do so many people struggle with poetry? (Anticipated answers: meaning, tricky language, hard devices, wording, etc) This is to lead into the idea that Cavalier poetry is written to be simple

INM:

Background on English history and the origin of the Cavaliers

King Charles I

Religious confrontations

Roundheads

Characteristics of cavalier poetry

Direct and to the point

Short in length

Written by men

Simple, easy to understand language

Does use literary devices but in a purposefully understandable way

Common topics in cavalier poetry

Love

Beauty

Lust

Elegance

Nature

Sensuality

Carpe Diem – Seize the day – theme

Life is too short to pour over obscure phrases. It should be lived because we will all die one day, and we need to take advantage of it while we have the chance

Interim activity:

Watch 5 minute clip of “Dead Poets Society” about Mr. Keating explaining carpe diem to his students

Reflection on Mr. Keating’s point to the boys – how does it apply to their lives

GP:

We will read Robert Herrick’s “To the Virgins to Make Much of Time”

Discuss plot, metaphors (sunrise, sunset, flowers, age), meaning/message

Characteristics of cavalier poetry

Carpe diem

We will read Suckling’s “The Constant Lover”

Discuss plot, literary devices, carpe diem theme, irony, and hyperbole

How is it a cavalier poem? What elements do we see?

Friday:

Do Now/Intro- connection to previous day

How can you apply carpe diem to your own life?

IP: This will actually occur on Friday in order for us to cover all of the necessary material

Students will work in groups of 3 and read “To Lucasta, Going to War”

They will answer basic comprehension characteristics scaffolded from plot to characterization. They will identify elements of a cavalier poem and how carpe diem applies.

Homework: Students will read Andrew Marvell’s “To His Coy Mistress”

Students will answer comprehension question to help them monitor what is occurring in the text as well as key metaphors to help lead to theme.

They will identify carpe diem as a theme as well as how it is a cavalier poem.

Lesson 2

Objectives:

SWBAT define Romantic/Nature poetry

SWBAT identify major influences on the Nature poets

SWBAT identify major characteristics of and themes in Nature poetry

SWBAT define and identify lyric poetry

SWBAT identify literary devices in poetry

This lesson is intended to introduce them to the main themes of Romantic Nature poetry (as well as some of the most notable poems from the period) in order for them to find and understand theme. Wordsworth’s themes generally are fairly straight-forward. This will allow them to connect the poetry to the historical context and understand that crucial link. It also allows them a chance to practice the skills at their own individual levels.

Assessment:

Students will be required to complete an analysis of a Wordsworth poem using our poetry analysis worksheet that asks the students to give information on the speaker, the mood, tone, purpose, literary devices, theme, and how it is a Romantic nature poem. They will be quizzed the following week.

Opening:

Do Now: What do poets write about most frequently? Why?

(Anticipated answers: Love, emotion, feelings, contemporary issues)

INM:

Notes on Nature poetry and Romanticism

Lyric poetry and Romanticism

Lyric poetry: simply: poetry that expresses emotions/feelings, usually has a rhyme

scheme

Has been around since the Ancient Greeks, prominent in the middle ages, etc

Fairly short poem in the voice of a single speaker

The speaker isn’t ALWAYS the poet

Pg. 657: Read aloud in class: 1798-18:32

Why was nature so important to the poets of the time?

Nature and liberty go hand in hand

Wordsworth

Poetry should express deep feelings about everyday experiences

Born in the Lake District – FABULOUS scenery

Caught up in the spirit of the French Revolution – struggle for social justice

Disillusioned by the increasing violence in France

Friend with Coleridge – Lyrical Ballads

Named poet laureate at age 73

Greatest work: The Prelude

GP:

As a class, we will read an discuss “The World is Too Much with Us” by William Wordsworth

Students will have a poetry analysis worksheet to f ill out as we read and discuss this poem. This is the same worksheet they will be required to complete in their individual analysis.

New literary term:

Allusion: reference to a well known work/story/myth

As we fill in the worksheet, we will discuss mood, tone, purpose, literary devices, images, etc

Above all: how is this a Romantic poem? What is Wordsworth saying? How is it nature poem?

IP:

Differentiated Instruction

Students will be placed into groups to complete the poetry activity. Each group will have a different Wordsworth poem. Higher performing students will have longer, more challenging poems. I want them to take away the skill set of reading and interpreting poetry for literary devices and theme.

Each person will be handed a worksheet with their name on it and a colored sticker. I will group all the reds, yellows, etc together and have them work on their poem together for the remainder of class. They will be required to fill in the poetry analysis worksheet as practiced earlier.

Group 1: First part of “Tintern Abbey”

Group 2: “The Tables Turned”

Group 3: “Three Years She Grew”

Group 4: “Composed upon Westminster Bridge”

Group 5: “I Wandered Lonely as a Cloud”

Group 6: “My Heart Leaps Up” and “She Dwelt among the Untrodden Ways”

Homework: Students will complete their poetry analysis worksheet

Lesson 3

Objectives:

SWBAT define narrative poetry

SWBAT state the difference between lyric and narrative poetry

SWBAT define and identify characteristics of ballads

SWBAT read grave level text for meaning, literary devices, and theme

SWBAT connect theme to other nature poems

Assessment:

Students will be required to fill in our poetry analysis worksheet as well as fill in the general comprehension worksheet. Students will also be quizzed the following week over these concepts.

Opening:

Do Now: Why is nature so important to the Romantics?

(anticipated answers: Industrial revolution, French Revolution, love nature, take inspiration from it, want it preserved, etc. Refreshing concepts from last week.)

INM:

Narrative poetry: poetry that tells a story

Has a narrator

Types of narrative poetry

Epic: long narrative poem about the adventures of a hero – Odyssey, Beowulf

Romance: long narrative poem from the tradition of courtly love – Sir Gawain

Ballad: shorter narrative poem, in the form of a song.

Folk ballads – oral tradition (songs) passed down

Literary ballads – grew out of the folk tradition and were written down

Ballads:

Narrative poetry often involved with song

Quatrains (4 line stanzas)

1st and 3rd lines are iambic tetrameter – (8 syllables per line)

2nd and 4th lines are iambic hexameter – (6 syllables per line)

This is the traditional form – there are of course variations

Rhyme: abcb

“The Bridegroom’s doors are opened wide,

And I am next of kin;

The guests are met, the feast is set:

May’st hear the merry din”

(Can be sung to the tune of Gilligan’s Island!)

GP:

As a class, we will read Coleridge’s “Rime of the Ancient Mariner.” As we read, we will stop every few stanzas at determined points to discuss plot, literary devices, and how it connects with the theme of nature poetry. We will discuss symbolism, theme, similes, personification, alliteration, etc. Students will be filling in a guided worksheet in the meantime to help them keep track of important details.

Students will complete the poetry analysis worksheet in parts as they read. (Purpose, tone, etc may be done at the end, but speaker, literary devices, and images can be done earlier.)

IP:

At a designated point – Section 4 or 5 – we will break into small groups for them to complete the reading and fill out the sheets. (This will be dependent on comprehension level. If they are struggling with the text, we can readjust. They will get more practice with this during the ballad project.) They will finish the poetry analysis worksheet.

After students have finished, we will come back together as a class to discuss important themes, connections, tone, and how it is a nature poem. (This may be done at the very beginning of the next class depending on time and what they must do for homework.)

Lesson 4

Objectives:

SWBAT read a poem and answer basic comprehension questions

SWBAT identify literary devices in poetry

SWBAT identify theme in poetry

SWBAT make text-to-text connections in terms of theme and comment on how different Romantic poets all incorporate similar themes into their poetry

Assessment: Students will complete a poetry analysis worksheet. They will also write their own poem on a natural landmark to enhance their understanding of Shelley’s work and the theme of nature poets.

Opening:

Do Now: In your opinion, what is better: civilization/cities or nature? Why? How has one impacted the other?

(As we discuss the Do Now, we will begin to discuss the differences between modern society and 19th century England to prime them for the rest of the lesson.)

INM:

We will first finish up lingering questions/discussions from Rime of the Ancient Mariner and tie it together with Wordsworth and Nature poetry.

Background information:

Percy Bysshe Shelley

Considered one of the finest English lyric poets

Friends with Lord Byron and John Keats

Wrote in the Lake District – connect to Wordsworth and Nature

2nd wife was Mary Shelley – Frankenstein

Left wife of three years for her

Died at age 30 after drowning

Ozymandias is the Greek name for Ramses II, the pharaoh who ruled Egypt in the 13th century BC. He is thought to the be the Pharaoh from Exodus. He had extensive construction projects to glorify his reign. Among the results is the largest statue in Egypt. Shelley’s speaker is looking at the remains of this statue in the poem and contemplating it.

Students will look at pictures of monument and mummy.

GP:

As a class, we will read Shelley’s poem “Ozymandias.”

Students will fill in our poetry analysis worksheet (consistent with previous poems)

We will discuss speaker, tone, purpose, literary devices, and images.

We will discuss how this is a nature poem and how it connects with our genre and other nature poems. How does it reflect similar themes?

IP:

Each student will receive a “landmark of the world” card. Each card depicts a famous landmark from around the world. Each landmark is depicted in some natural setting. (Nature is an important part of the picture.)

Students will compose a poem based on their landmark. Each poem must incorporate literary devices and, above all, nature. Similar to Shelley, their poem must reflect on the relationship between humans and nature. They may take several perspectives in their poem: how humanity has hurt nature, how they work together, or how nature overpowers and is still more beautiful than anything humans can create.

Time permitting, we will share our poems with the rest of the class.

Closing: How is modern society’s view of civilized life potentially different than that of the Romantics?

Unit 6: Writing

Discovering Personalities: Finding Out Who We Are

Amy Elliot

Writing Unit

April 29, 2010

Rationale:

Freshmen in high school are, to say the least, a unique group of individuals. As 14 and 15 year olds, they are still discerning who they are. The difference between freshmen in August and freshmen in June is staggering at the changes and growth they have made. Friends, family, social circles, and society all contribute to their development and identity formation. What is important is that they are not alone. Writers around the world have been exploring themes of coming of age, identity search, friendship, and defining moments in people’s lives. This unit intends to have students reading novels about youths who face pivotal moments in their lives that prove to be character building. It intends to allow them to reflect on their own lives and experiences, their defining moments, and who they have became and can become.

Inherent within this unit beyond the self-reflection aspect are the skills of critical analysis and writing. Many students fear writing, as they are unsure of how to start, how to express themselves, how to defend their points, and how to bring all of their ideas together. Simply, many students do not like to write; they find it be boring and tedious. Ideally, this unit will encourage them to want to write because they feel motivated based on the novels they read and the personal connections they can make. The lessons and practice they will get during this period will provide them with necessary skills to overcome their trepidations of formulating thoughts and composing essays. The literature circle style of this unit will also allow them to focus on discussion topics that are important to them and work on their critical analysis skills in a low-pressure format. They will be able to draw on their ideas and get feedback to broaden their thinking and help them see in new perspectives to help them in their writing. Writing is crucial for all aspects of life: schools require essays, college applications have a writing component, college assignments abound with essays, and the workplace demands a high level of written expression. This unit intends to provide students with writing skills and practice with analysis in a highly interesting and relevant format to help them become the best students they can be while maybe discovering something about themselves along the way.

Summary:

Students will work in groups of 4 and read a novel of choice. The novels they will have to choose from are Monster, The Maze Runner, Ender’s Game, The Absolute True Diary of a Part-time Indian, and The Kite Runner. Students will choose their novel based on both interest and ability. They will determine their own reading calendar as a group to decide how much they want to read each week (with a fixed end point set by the teacher.) Since AVID tutorials take up almost a whole block once a week, literature circle discussions will be limited to a 30-40 time period once a week. For each segment of reading, students will complete Double Entry Diaries to help them pay attention during the book and bring relevant discussion topics to class. Class time will be devoted to practicing and honing writing skills. We will focus on topics such as (but not limited to) organization, introductory paragraphs, descriptive writing, sentence fluency, conventions, and analysis skills. There will be journal writing and formal writing incorporated as well. Students will be responsible for completing their novel and double entry diary as well as various in-class assignments and writing prompts. Each student will write a formal character analysis essay at the end of the unit demonstrating their mastery of the writing and analysis skills and their successful completion of the novel and comprehension of its characters and thematic components.

GLEs:

R1Ea: Develop vocabulary through text using roots and affixes

R1Ec: Develop vocabulary through text using context clues

R1Gb,c,e,g: During reading, utilize strategies to self-monitor comprehension, question the test, visualize, and summarize.

R1Hd, f: Apply post reading skills to comprehend, interpret, analyze, and evaluate text: draw conclusions and summarize.

R1Ib: Compare, contrast, analyze, and evaluate connections text to self

R2Cb: Use details from the text to analyze character, plot, setting, and point of view

R2Cc: Use details from text to analyze the development of a theme across a genre.

W1A: Follow a writing process

W2B: Compose a text with strong compelling ideas, relevant specific details, and complex ideas.

W2C: Compose a text with organization and sentence structure

W3A: Compose a variety of texts including literary analysis

Objectives:

By the end of this unit, students will be able to:

Read a novel of appropriate rigor

Take meaningful notes and to help them question and understand the text

Lead their own critical discussion with minimal direction from the instructor that

demonstrates a high level awareness of the text, theme, characters, etc.

Analyze characters in a novel and find supporting evidence in the text including choices,

situations, and language.

Compose an essay that demonstrates proper form (beginning, middle, end) with quality

introductory paragraphs and thesis statement.

Compose an essay with original ideas that demonstrates a high level of awareness and

ability to use textual detail to support the argument.

Compose an essay with excellent sentence fluency and proper grammar/conventions

Length of Curriculum:

This unit will take a substantial amount of time because of AVID tutorials, which take up almost an entire block period each week. This unit will span approximately 5 weeks or 15 class periods.

Materials and Resources:

Provided by School:

Television (for video supplements)

Provided by Teacher:

Novels: Monster, The Maze Runner, Absolute True Diary of a Part-time Indian,

Ender’s Game, and The Kite Runner

Double Entry Diaries

Literature Circle Supplements (Self and group reflection, calendar guides, etc)

Movies and short story supplements

Craft supplies

Poster board

Provided by Student:

Paper (for final paper)

Notebook, writing supplies, etc

Assessment:

Students will write a final character analysis paper that demonstrates their knowledge of the GLEs and objectives for this unit as their summative assessment. The paper will reflect how well they know how to compose a paper, their knowledge of proper grammar and sentence fluency, and write introductory paragraphs. They will be tested on originality of their ideas and how well they support their analysis with details from the text. Students will also turn in their double entry diaries for a considerable amount of points that will indicate their comprehension and ability to work with and digest a text. As a group, students will create a character analysis poster of the project that displays their knowledge of the character(s), plot, story arc, and major conflicts. This will also serve as a summative assessment. There will be a series of formative assessments along the way such as paragraphs written to practice the skill of character analysis and quote integration. Students will also journal write (for the reflection component of the unit.) This will be collected for points but not graded since it is personal, informal writing. Students will be able to identify components of formal and informal writing.

| |Monday/Tuesday |Wednesday/Thursday |Friday |

|Week 1: |Introduce Root Vocabulary |Vocabulary exercise – Frayer |Vocabulary exercise – Write |

| |Explain Double Entry Diaries |model and fill-in-blanks |sentences using words |

| |(DED) system, how they |Literature Circle Calendaring: |Students will complete the |

| |work, and WHY they are |Students will work in their |worksheet from the previous |

| |important. |small groups to determine |class on Andy. |

| |As a class, we will practice a |their reading pacing. |We will discuss the importance |

| |DED entry and discuss as a |As a class, we will read “On a |of quotes in writing – |

| |class to model the process |Sidewalk Bleeding” using |comparing it court case |

| |and discussion expectations. |popcorn/Quaker style. |evidence and proof. |

| |Students will complete an |We will review the plot |We will use student examples |

| |independent DED exercise |elements of the story to |to determine strength of |

| |to demonstrate mastery of |monitor comprehension |quotes and generate |

| |the skill. |(cold calling throwing a |explanations of how the |

| |Book selection: students will |ball.) |quote applies to the |

| |have the opportunity to |Students will complete a |characteristic. |

| |select the book that they |worksheet identifying |R1Ea, R2Cb, W1A, W2B |

| |find the most interesting. |character traits of Andy and | |

| |toR1Ea, R1Gb, c, e, g |finding quotes. | |

| | |R1Ea, R1Hf, R2Cb | |

|Week 2: |Introduce Root Vocabulary |Vocabulary exercise – Frayer |Vocabulary exercise – Write |

| |Layout proper paragraph |model and fill-in-blanks |sentences using vocabulary |

| |writing structure including |Journal Entry #1: If the main |words |

| |topic sentences, transitions, |character were your best |Students will practice writing |

| |quotes, explanation, and |friend, what advice would |paragraphs on Jerry using |

| |concluding sentence. |you give him about the |their quotes from the |

| |Students will practice |situation he is in? |previous day. |

| |integrating their quotes into |As a class, we will read “The |They will have my comments |

| |paragraphs from last week’s |Tunnel” using |on their previous paragraphs |

| |story. We will share |popcorn/Quaker style |to help guide them. |

| |examples whole class and |reading. |R1Ea, R2Cb, W2B, W2C |

| |peer edit as necessary. |Students will complete a | |

| |Literature Circle Discussions |character analysis worksheet | |

| |with DEDs. |about Jerry from the story. | |

| |R1Ea, R1Gb, c, e, g, R1Hd, f, R2Cb, W2B |Literature Circle Discussions | |

| | |with DEDs | |

| | |R1Ea, R1Gb, c, e, g, R1Hd, f, R2Cb, R1Ib, | |

|Week 3 |Introduce Root Vocabulary |Vocabulary exercise – Frayer |Vocabulary exercise – Write |

| |Journal #2: How do you think |model and fill-in-blanks |sentences using vocabulary |

| |you are similar and different |Journal #3: How would you |words |

| |from your main character? |act/what would you do if you |First half of ACT English exam final |

| |Examples and non-examples of |were in your main |R1Ea |

| |paragraph writing: Students |character’s situation? | |

| |will see examples and non- |We will read a passage from A | |

| |examples from the other |Tale of Two Cities and | |

| |class of how writing should |students will complete the | |

| |and should not look to |characterization exercise. | |

| |identify errors. |Students will then write a | |

| |We will read a passage from |paragraph characterizing | |

| |The Great Gatsby and |either Tom or the | |

| |complete the |Monseigneur. | |

| |characterization exercise of |Literature Circle Discussions | |

| |Tom. (Though the reading |with DEDs | |

| |level is higher, this passage |R1Ea, R1Gb, c, e, g, R1Hd, f, R2Cb, R1Ib, W2B, | |

| |is not as complicated.) |W2C | |

| |Literature Circle Discussions | | |

| |with DEDs | | |

| |R1Ea, R1Gb, c, e, g, R1Hd, f, R2Cb, R1Ib | | |

| | | | |

|Week 4 |Introduce Root Vocabulary |Vocabulary Exercise – Frayer |Vocabulary exercise – Write |

| |Complete second half of ACT |model and fill-in-blanks |sentences using vocabulary |

| |English exam |Journal #4: Which character in |words |

| |Students will write a paragraph |the book would you most |First half of ACT reading exam |

| |from The Lord of the Flies |like to be friends with and |R1Ea |

| |passage integrating quotes |why? | |

| |correctly |Initial layout of the paper – | |

| |Literature Circle Discussions |basic structure of what | |

| |with DEDs |students will have their | |

| |R1Ea, R1Gb, c, e, g, R1Hd, f, R2Cb, W2B, W2C |paper look like (pre-write | |

| | |and organize) | |

| | |Literature Circle Discussions | |

| | |with DEDs | |

| | |R1Ea, R1Gb, c, e, g, R1Hd, f, R2Cb, W1A, W3A | |

|Week 5 |Introduce Root Vocabulary |Vocabulary Exercise – Frayer |Vocabulary Exercise – Write |

| |Complete second half of ACT reading exam |model and fill-in-blanks |sentences using vocabulary |

| |Poster Project Assessment. |Journal #5: What is your |words |

| |Students will work in their |overall impression of the |First half of ACT math exam |

| |groups to complete their |book? Did you like it? What |R1Ea |

| |project in which they |do you think of the | |

| |characterize the main |character? Can you relate? | |

| |character of the book |Students will write the rough | |

| |according to the |drafts of their papers in class | |

| |specifications of the project. |with the aid of the teacher | |

| |R1Ea, R2Cb, R1Ib, R1Hd, f |and fellow students | |

| | |Literature Circle Discussions | |

| | |with DEDs | |

| | |R1Ea, R1Gb, c, e, g, R1Hd, f, R2Cb, W1A, W2B, | |

| | |W2C, W3A | |

Name: __________________________________________________

Unit 6: Discovering Personalities: Finding Out Who We Are

|Monday/Tuesday |Wednesday/Thursday |Friday |

|April 19/20 |April 21/22 |April 23 |

|Introduction to Double Entry |Create Reading Calendar |Making Our Case: Using Quotes as Evidence |

|Diaries |“On a Sidewalk Bleeding” | |

|Book Selection! |reading | |

| | | |

|April 26/27 |April 28/29 |April 30 |

|Setting the Curve: Writing proper paragraphs |Journal #1 |Working with quotes in “The |

|Literature Circle Discussions |“The Tunnel” reading |Tunnel” |

| |Literature Circle Discussions | |

|May 3/4 |May 5/6 |May 7 |

|Journal #2 |Journal #3 |Part 1: ACT English Exam |

|Dos and Don’ts of quotations |“Tale of Two Cities” character | |

|“The Great Gatsby” character |analysis | |

|analysis |Working with quotes: | |

|Literature Circle Discussions |Extending our Knowledge | |

| |Literature Circle Discussions | |

| | | |

| | | |

|May 10/11 |May 12/13 |May 14 |

|Part 2: ACT English Exam |Journal # 4 |Part 1: ACT Reading Exam |

|“Lord of the Flies” character |Paper Organization: Prewrite | |

|analysis |Literature Circle Discussions | |

|Continued Quotation Practice | | |

|Literature Circle Discussions | | |

| | | |

|May 17/18 |May 19/20 |May 21 |

|Part 2: ACT Reading Exam |Journal # 5 |Part 1: ACT Math Exam |

|Poster Project Work time |Compose rough drafts of |Remember: Calculator! |

| |paper in class | |

| |Literature Circle Discussions | |

Name: ________________________________________________ Date: __________________

Character Poster Project

Objective: You will create a poster based on the main character from your book. Your poster should be colorful and attractive while also being informative and insightful.

Components:

Drawing: You should draw a picture of what you think your character looks like. It should be colorful. Make sure it is clearly visible (aka not too small – but not too big.) You should put your character in a setting related to the book. Include relevant props, details, costume elements, etc.

Character Traits: You need to pick 5 character traits that you will put on the poster board. You must name the character trait, provide a quote for that character trait, and explain it in a sentence or two.

Connection: You should make a personal connection to your character. You may do 1 of the following:

a. State how and why you feel both similar and different to the character

b. Write advice you would give to the character and why

c. Write how you would handle one of the situations the character faces and why

This should be decided as a group!

Rubric:

| |4: Exemplary |3: Proficient |2: Adequate |1: Unsatisfactory |

|Drawing |Accurate representation of |Drawing is satisfactory. |Drawing is present but |Drawing is not present or |

| |what character may look |Attempt at detail is made. |lacking detail and/or color |not realistic to character |

| |like. Colorful |Colorful | |or detailed enough |

|Traits (X5) |Trait is correct, |Trait is generally adequate |Trait is stated but does not|Trait is not stated or is |

| |thoughtfully done, and |but may not be completely |satisfactory describe |not relevant |

| |relevant to character |accurate |character | |

|Quotes (X5) |Quotation is thoughtfully |Quote is accurate and |Quote may match the trait |Quote is not relevant to |

| |chosen and supports the |generally relates |but it is stretched |trait (or not present) |

| |trait | | | |

|Explanation (X5) |Explanation is thorough, |Explanation demonstrates |Explanation is weak and |Explanation is incorrect or |

| |thoughtful, and insightful |routine knowledge of the |connections are not overly |not present |

| |fully explaining the quote. |quote and how it applies |clear. May feel forced | |

|Connection (X2) |Personal connection is |Personal connection is |Personal connection is weak |Personal connection is not |

| |thoughtful and insightful |present and satisfactory, |and not thought out properly|present or lacks all |

| |demonstrating a true |but does not stand out | |relevance |

| |connection | | | |

Total: 72 points

Name: _______________________________________________________ Date: ___________

Identifying Character Traits and Textual Evidence

➢ Using the list of character traits brainstormed in class, identify three specific traits that seem especially important about your character that will help your reader understand him/her. Look for traits that are related to one another in some way. Write your traits in the boxes in the top row.

➢ Return to your story to find evidence in support of each trait. Quote, paraphrase, or summarize your evidence from the text and list the corresponding page numbers in the boxes below your traits.

➢ Looking at your traits and evidence, make some conclusions about why the traits are important. Consider what the traits say about your character’s motives, values, and beliefs or how they are connected to the story’s plot or theme.

Trait Trait Trait

Text Evidence Text Evidence Text Evidence

Conclusion(s): Why these traits are important. Answer the “so what?” of these traits.

Lesson 1

Objectives:

SWBAT state what a Double Entry Diary is

SWBAT read a text and pull out important quotes

SWBAT use “stems” to write their comments for their Double Entry Diary

SWBAT state the importance of Double Entry Diaries

Assessment:

Students will complete a double entry diary on their own to demonstrate mastery of the task. This skill will be important for the entire unit as they will be completing these twice a week.

Opening: For reflection: when we write, how do we know what is important?

(Students will be given the vocabulary words for this week.)

INM:

The teacher will explain how the reading/writing unit will work.

Students will be given their DED packets

I will explain the point system and the due dates for each part of our unit.

I will first verbally explain how DEDs should be set up.

As a class, we will generate a list of “stems” to help them for the comments section of the DED. (Class will input as necessary – some students have done this technique in their other classes.)

GP:

Students will be given the short passage written by Gabriel Garcia Marquez

Students will silently read the passage while I put my practice DED on the board.

I will demonstrate how I picked quotes and made comments using the stems we had practiced.

As a class, we will model the discussion based on my quotes and comments and the students’ thoughts. Students may add their own quotes that they found interesting.

IP:

Students will be given another passage and will be asked to create a DED (4-5 quotes) to demonstrate that they understand the technique. The teacher will correct as necessary. This will allow them the practice of picking quotes and using the stems to create insightful, meaningful comments.

Closing: Why do we use quotes in our writing? (This will tie into the lesson the following day.)

Last activity: Students will take the last 15 minutes of class to look through the books and rank which books they would like to read.

Lesson 2

Objectives:

SWBAT read a grade-level appropriate text

SWBAT answer comprehension questions about the text

SWBAT state the theme of the story

SWBAT pull quotes to analyze character

Assessment: Students will complete the graphic organizer after reading the story. They will identify three character traits and find a supporting quote for each. They will then draw a conclusion about the story stating why it is important.

Vocabulary exercise – students will fill out the second section of the vocabulary worksheet – the Frayer model and writing sentences.

Students will take 15 minutes (approximately) to set their reading calendar for their literature circle group.

Opening: Have you ever seen a CSI or crime investigation show? What do they do on these shows? (Class will discuss for a few minutes.)

INM:

I will give instructions for the activity. We will read a story together and be looking for a way to describe a character. They should be paying attention to characterization as we read the short story. Think about how you’d describe the person to your friend.

Connect: At the end of the unit, students will be writing a character analysis paper. In the paper, you will need quotes! This is the start of how we will write those papers. It will also put students WAY ahead for next year English class. It will move them to the front of the class and their teachers will be so impressed.

GP:

I will pass out the story “On a Sidewalk Bleeding” by Evan Hunter. We will popcorn read the story aloud.

Throwing the ball for participation, I will ask a series of general comprehension questions about the story checking for understanding and correcting as necessary.

IP:

Students will fill out their guided worksheet. They will identify 3 character traits of Andy and pull quotes that prove that particular trait. They will also draw bigger conclusions about the importance. Students will have the rest of class to complete this and we will use it again on Friday.

Conclusion: Do you know anyone in this situation? What would you have done if you had been one of the characters in the story?

Lesson 3

Objectives:

SWBAT state the importance of writing with quotes

SWBAT use quotes to characterize

SWBAT determine if their quote supports their assertion or not

Assessment: Students will work with their graphic organizers to continue to pull quotes (may be continued from the previous day.) Revise as necessary

Vocabulary: Write sentences with the words for the week

Opening: Why are quotes so important? Why has that been the focus of our discussion all week?

(Students will give their various answers)

INM:

Using a court room scenario, I will pretend that I am the lawyer of one of the students. That student has committed a crime and I am appealing to the judge (another one of the students.) I will appeal to the judge saying “dear judge ____________, you must believe me, my client ___________________ is innocent. He couldn’t have done it. You must trust me when I say this.” I will then ask what he would say to me, prompting for the response of “evidence.” I will draw a parallel between evidence and quotes. You would never hire a lawyer and not expect him to give evidence. You would never write a paper with quotes, which are your proof. We will then generate examples of what kind of proof the lawyer would bring and then connect it back to writing.

GP:

I will ask for volunteers to give me a character trait and their quote and put it on the board. As a class, we will evaluate if that quote properly supports the trait suggested and why/why not. We will practice generating explanations.

IP:

Students will then return to their graphic organizer and evaluate their own quotes to see if they are strong enough. They can pick new quotes as necessary and work on generating explanations to help prove if that quote truly demonstrates their characteristic. (This can run into homework as necessary – time dependent.)

Closing: Recapping, why are quotes important? – Exit ticket

(This is a Friday lesson and classes are 45 minutes long, which is why the lesson is shorter.)

Lesson 4:

Objectives:

SWBAT state the components of a proper paragraph

SWBAT state that a paragraph should have just one topic

SWBAT write a paragraph using the correct components

SWBAT integrate a quote into their writing to support an argument

Assessment: Students will compose a paragraph based on the story from last week that characterizes Andy. They will follow the proposed model.

Vocabulary: I will present the new vocabulary words for the week.

Opening: So let’s review from last week, why are quotes important?

INM:

I will describe the process of analysis while the students take notes. I will lay out the proper structure for a paragraph on the board. 1. Topic sentence 2. Transition 3. Quote 4. 2-3 sentences of explanation (always need more explanation because I care about what YOU have to say.) 5. Conclusion

I will be monitoring student comprehension with checks for understanding.

GP:

As a class, we will write a practice paragraph on the board. We will pick a characteristic and quote and generate topic sentences, transitions, explanation, and conclusion as a model for my expectations of their own writing.

IP:

Students will write a paragraph on their own based on their character traits they picked out last week. Students may revise quotes as necessary. They will incorporate each element of our paragraph model into their own paragraph. I will circulate and assist as needed.

Students will spend the last 25 minutes of class in their literature discussion circles discussing the novel and the quotes from their DEDs.

Closing: Exit ticket evaluating their discussions

-----------------------

When as the sheriff of Nottingham

Was come, with mickle grief,

 He talkd no good of Robin Hood,

That strong and sturdy thief.

 

So unto London-road he past,

His losses to unfold

To King Richard, who did regard

The tale that he had told.

 

'Why,' quoth the king, 'what shall I do?

Art thou not sheriff for me?

The law is in force, go take thy course

Of them that injure thee.

 

'Go get thee gone, and by thyself

Devise some tricking game

For to enthral yon rebels all;

Go take thy course with them.'

So away the sheriff he returnd,

And by the way he thought

Of the words of the king, and how the thing

To pass might well be brought.

 

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download