Bell Ringer
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
Let’s Review the Following
• What do you think the word/phrase means?
• What is the origin of the word or phrase?
• What information do you need to use the
word/phrase correctly in a sentence?
• What visual would best represent this word?
(Write a sentence below the visual using the
word/phrase correctly in context.)
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.
How do authors determine which literary techniques to use?
How have other languages influenced the English language?
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?
How does an understanding of foreign words help my
comprehension of written text?
Content Objectives
Describe the origins and meanings of foreign words
used frequently in written English.
Students analyze the effects of diction and imagery in
a self-selected poem.
Students describe the origins and meanings of foreign
words or phrases used frequently in written English.
Literary techniques
are used to heighten interest, appeal to an audience,
and effectively communicate a message.
Vocabulary of Instruction
Foreign word
cliché
Carte blanche
Tête-à-tête
carpe diem
bon appetite
Quid pro quo
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.”
Write the Foreign words and phrases used
frequently in written English, and the
meanings in your Vocabulary Notebook:
• cliché
• Tête-à-tête
• bon appetite
• Carte blanche
• carpe diem
• Quid pro quo
1. Get out the list of foreign words and
phrases. Copy the words into the Vocabulary
Notebook, leave several lines empty between
each word.
2. Have you seen or heard these words before?
3. What do you think they mean? Students
share ideas in partners and record predicted
meanings in the Vocabulary Notebook.
4. With a partner, confirm the definitions using
a dictionary (printed or electronic) and create
visual representations of the words/phrases in
the Vocabulary Notebook.
Activity
1. Examine foreign words and phrases used
frequently in written English.
2. You will work with a partner, use classroom
resources to research the assigned words and
record information in the Vocabulary Notebook.
3. Select and begin analyzing a poem for the
poet’s use of diction and imagery. Use the
library/media center materials.
Analyzing
1. Research your assigned foreign word or
phrase. In the Vocabulary Notebook,
students respond to the following:
• What do you think the word/phrase means?
• What is the origin of the word or phrase?
2. Select a topic and begin writing an
original poem using a variety of poetic
techniques.
Assignment
Reading Appetizer.
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.
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 a.m.
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 around the office, but at home I'm a slave to my family's
demands.” carte blanche Denotative meaning: "white card" Connotative meaning:
(i.e. blank check); unlimited authority.
Tableau chalkboard. The meaning is broader in French: all types of board
(chalkboard, whiteboard, notice board…). Refers also to a painting (see tableau
vivant, below) or a table (chart).
tête-à-tête (literal ) Denotative meaning. "head to head";
Connotative meaning:
an intimate get-together or private conversation between two people.
bon appétit (literal)Denotative. "good appetite"; Connotative enjoy your meal,
French
quid pro quo (kwid' pro kwoh') [Lat.]: something for something; an equal exchange.
“She vowed that when she had the means, she would return his favors quid pro
quo.”
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.
1. Student pairs meet with other pairs that have the same
word/phrase and compare visuals/sentences.
2. Student pairs post new words on the Word Wall.
3. Students display the completed visuals at their desks or tables.
Conduct a Gallery Walk so that students can view others’
representations.
Share poetic techniques used in your poems.
Put your notebook away.