Monday Bell Ringer
Write about
what
happened to
cause
this sign to
be posted.
10 minute read:
Divergent
I will read aloud to you.
Follow along in your book; take
notes if you need to.
The Language of Poetry
Unit: 02A – 01; Daily Lesson 6-9
READING: TEKS E1.Fig19B; E1.3A;
WORD STUDY: TEKS E1.1D;
Ongoing TEKS E1.1; E1.1D, E
WRITING: TEKS E E1.13A, B; E1. 14B
Understandings and Questions
• Understanding new words, concepts, and
relationships enhances comprehension and oral
and written communication.
• Literary techniques are used to heighten
interest, appeal to an audience, and effectively
communicate a message.
Content Objectives
Describe the origins and meanings of foreign words
used frequently in written English.
Students describe the origins and meanings of foreign
words or phrases used frequently in written English.
Students analyze the effects of diction and imagery in
a self-selected poem.
Literary techniques
are used to heighten interest, appeal to an audience,
and effectively communicate a message.
cliché originally referred to a printer's block used to reproduce type, compare the original
meaning of stereotype. A phrase that has become trite through overuse; a stereotype.
clique a small exclusive group of friends; always used in a pejorative way in French.
carpe diem (kar'pay dee'um) [Lat.]: seize the day. “So what if you have an 8:00 meeting
tomorrow and various appointments? Carpe diem!”
carte blanche (kart blonsh') [Fr.]: unrestricted power to act on one's own. “I may have carte
blanche here, but at home I'm a slave to my family's demands.” Denotative: "white card"
Connotative: (blank check); unlimited authority.
tableau. The meaning is broader in French: all types of board (chalkboard, whiteboard, notice
board). Refers also to a painting or a table (chart).
tête-à-tête Denotative: "head to head"; Connotative: an intimate get-together or private
conversation between two people.
bon appétit Denotative. "good appetite"; Connotative: enjoy your meal, French
quid pro quo(kwid' pro kwoh') [Lat.]: something for something; an equal exchange. “She
Let’s Review the Following
How have other languages influenced the English language?
How does an understanding of foreign words help my comprehension
of written text?
What do you think the word/phrase means?
What is the origin of the word/phrase?
What information do you need so that you can use the word/phrase
correctly in a sentence?
What visual would best represent this word?
How do authors determine which literary techniques to use?
How does a poet’s use of literary techniques affect his or her message?
How does a poet’s use of literary devices enhance meaning?
Vocabulary of Instruction
Foreign words
cliché
Tête-à-tête
Carte blanche
bon appetite
Quid pro quo
carpe diem
Response
Interpretation
Possible examples of structural elements:
Rhyme scheme - the pattern of rhyming lines (e.g., ABAB, ABBA)
Meter - the basic rhythmic structure in verse composed of
stressed and unstressed syllables.
Iambic Pentameter is the most common meter in English verse.
Assignment:
Write multiple entries that demonstrate knowledge of
new words, their meanings, and origins.
1. Copy the words into the Notebook, leave
several lines empty between each word for a
prediction and definition.
2. Have you seen or heard these words before?
3. Predict what you think they mean.
4. With a partner, confirm the definitions and
create visual representations of the words in the
Notebook using one of the activities we have
learned before.
Analyzing
Examine foreign words and phrases used frequently in written
English.
Research the foreign words/phrase. In the Notebook, respond to the
following:
• What do you think the word/phrase means?
• What is the origin of the word or phrase?
Activity
Select and begin analyzing a poem for the poet’s use of diction and
imagery.
Select a topic and begin writing an original poem using a variety of
poetic techniques.
Reading Appetizer Assignment Due Wednesday
You should use a variety of poetic techniques (e.g.,
structural elements, figurative language) and a
variety of poetic forms (e.g., sonnets, ballads).
Use the writing process to compose an original poem
using a variety of poetic techniques. Use effective
speaking skills to present your poem to the class or a
small group.
Present findings in a visual format (e.g., collage,
scrapbook page, original drawings) and provide text
evidence to support your analysis.
Closure:
How do authors determine which literary techniques to use?
How have other languages influenced the English language?
Choose a poem that you like and record the selected poem’s title
and poet on a notecard. Hand it to me as you leave the class.
If ‘Tris wrote a poem about her experiences, what words would
she use. Brainstorm and categorize the words. Tomorrow we
will work on writing the poems.
Put your notebook away.
3/23/2016