Lesson 4.2
 Today
in class, I will…
 Analyze
a variety of poems.
 Demonstrate
understanding of
connotative diction to create tone in a
written response.
 Under
vocabulary tab in your binder
place your word wall handout, and
write the following definition.


Oral Interpretation: reading aloud a
literary text with expression.
Rhyme: the repetition of sounds at the
ends of words.
 Under
vocabulary tab in your binder
place your word wall handout, and
write the following definition.


Rhyme Scheme: a consistent pattern of
end rhyme throughout a poem.
Alliteration: the repetition of consonant
sounds at the beginning of words.
 Under
vocabulary tab in your binder
place your word wall handout, and
write the following definition.


Assonance: the repetition of identical or
similar vowel sounds in neighboring
words.
Consonance: the repetition of consonant
sounds at the beginning of words.
 Poetry
is meant to be read aloud. Poets
are masters of language who delight in
the sense and the music of language.
 When
reading poetry, always be aware of
the vocabulary, diction, and punctuation.
 Read
the poem by Robert Frost called
“Stopping by Woods on a Snowy Evening”
on page 250.
 Highlight
the punctuation within the poem
and the literary devices being used by the
author.
 Complete
the worksheet based on the
literary (sound) devices used in the poem.
 Each
group will be assigned a poem to
read and analyze.
 “Maggie
and Milly” on page 252
 “Mother to Son” on page 253
 “Haikus” on page 254
 “It Happened in Montgomery” on page 255
 Each
group will be assigned a poem to
read and analyze using the provided
worksheet.
 “Maggie
and Milly” on page 252
 “Mother to Son” on page 253
 “Haikus” on page 254
 “It Happened in Montgomery” on page
255-256