AP ENGLISH LITERATURE & COMPOSITION
(SECONDARY)
ESSENTIAL UNIT 3 (E03)
(Introduction to Poetry and Metaphysical Poetry)
(July 2014)
Unit Statement: The ability to read, understand and analyze poetry is one of the key factors
determining success in this course and exam. This unit reviews the poetry knowledge and
analysis skills developed in previous classes and prepares students to analyze works of poetry
at the higher level needed in an AP class.
The student will learn that the purpose of poetry analysis is to read beyond the words; that the
words of the poem are meant to communicate something emotional, not merely literal. The
student will also see that themes of poetry may be communicated differently depending on
the composition style of the poet as well as the mode of the poem itself. Additionally, the
student will read poems by the metaphysical poets of the 17th century in order to understand
their context and value.
Essential Outcomes: (all must be assessed for mastery)
1. The Student Will analyze poetic devices including, but not limited to, figurative
language (metaphor, simile and personification), sound devices (alliteration,
onomatopoeia, assonance, consonance, meter, repetition and rhyme), imagery, diction,
syntax, paradox, mood and tone.
2. TSW apply interpretive reading strategies – including annotation of poet’s use of
poetic devices – to develop interpretation of meaning and function.
3. TSW analyze symbolism, theme, tone and meaning in poetry.
4. TSW evaluate the Metaphysical Poets’ unique approach.
5. TSW evaluate common traits among metaphysical poems, including but not limited
to, simple vocabulary within complex sentence patterns, metaphysical conceits
(a type of extended metaphor), paradoxes, disruptions of poetic meter, and
witty, imaginative play on words.
Practiced / Ongoing Skills: (these are based closely on the guidelines put forth by the
College Board regarding the content of AP courses)
1. The Student Will use annotation to seek meaning in poetry and other literature.
2. TSW write responses to literature that reflect an experience of the literature (i.e. free
writing, response and reaction papers, reading journal, annotation).
3. TSW write analyses of literature (timed writing, formal essays using the writing
process) that effectively communicate the interpretation of themes and the
analysis of the use of literary devices.
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Copyright © 1988-2014
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4. TSW write evaluations of literature (i.e. timed writing, formal essays using the
writing process, argumentative essays) that reflect a judgment of the works’
artistry and reflection of social and cultural values.
5. TSW develop and effectively use a literary-based vocabulary in both discussions
about and written responses to literature.
6. TSW analyze the use of specific literary devices in literature and their relationship to theme.
7. TSW construct, support, and apply an understanding of the development of universal
themes in the social/historical/cultural context of the text(s).
8. TSW recognize and evaluate the use of biblical, classical, and other allusions in
various texts.
Suggested Materials:
Select British, American, and/or World poets
General Selections:
“A Noiseless Patient Spider” (Walt Whitman)
“After Great Pain, a Formal Feeling Comes” (Emily Dickinson)
“Those Winter Sundays” (Robert Hayden)
“The Bean Eaters” (Gwendolyn Brooks)
“The Unknown Citizen” (W.H.Auden)
Metaphysical Selections:
“A Valediction: Forbidden Mourning”, “Holy Sonnet 10”, “Meditation 17”
(John Donne)
“On My First Son”, “Song: To Celia” (Ben Jonson)
“To His Coy Mistress” (Andrew Marvell)
“To the Virgins, to make Much of Time” (Robert Herrick)
“To Althea, from Prison” (Richard Lovelace)
“The Collar” (George Herbert)
Suggested Strategies and Assessments:
1. Written responses to literature that reflect an experience of the literature (i.e. free
writing, response and reaction papers, reading journal, annotation).
2. Written analyses of literature (timed writing, formal essays using the writing process)
that effectively communicate the interpretation of themes and the analysis of the use
of literary devices.
3. Written evaluations of literature (i.e. timed writing, formal essays using the writing
process, argumentative essays) that reflect a judgment of the works’ artistry and
reflection of social and cultural values.
4. Take and peer-, self-or teacher-assess practice AP multiple choice questions.
5. Test-prep (multiple-choice, timed essay) under testing conditions that includes peer and selfassessment, using works that are centered or relate to the current period of study.
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Copyright © 1988-2014
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6. Evaluation of written assignments (timed-writing and/or formally using the writing
process) using 9-point AP rubric.
7. Maintenance of reader’s response journal or dialectical journal.
8. Teacher observation through class discussion.
9. Syntactic analysis of text (annotation of poetry) excerpts focused on specific poetic devices.
10. Oral presentation of interpretation of select texts and/or excerpts.
11. Research, presented orally and/or in written form, of biographical or historical
information of 17th Cent/Romantic societies, texts, and/or poets.
12. Maintenance of a record of unfamiliar literary vocabulary terms and usage of terms in
written and oral assessments and activities.
13. Compare/contrast written or oral interpretation of one 17th Cent/Romantic text and
one text from another period.
14. Lead or participate in Socratic seminar.
RUBRIC FOUND ON FOLLOWING PAGE…………………………………..
QSI AP ENGLISH LIT & COMP SEC E03
Copyright © 1988-2014
18
AP English Literature & Composition
Essential Unit 3 (E03) Introduction and Metaphysical Poetry Rubric
Student name: _________________________ Date: _____________ Overall Grade: ___________
• To receive a ‘B’ in the unit a student must demonstrate mastery of all TSWs
• To receive an ‘A’ in the unit a student must demonstrate ‘A’ level mastery on at least 3 out of 4
identified TSWs
TSW
1. analyze poetic devices
including, but not limited
to, figurative language,
sound devices, imagery,
diction, syntax, paradox,
mood, and tone.
2. apply interpretive
reading strategies –
including annotation of
poet’s use of poetic
devices – to develop
interpretation of meaning
and function.
3. analyze symbolism,
theme, tone and meaning
in poetry.
‘A’ LEVEL
Analyses poetic devices in a
thorough, insightful and
sophisticated manner; evaluates
how poetic devices add to the
effectiveness and meaning of
individual poems; makes
connections and comparisons
between a number of different
poems/poets
Oral and written output based
on close reading is analytical,
critical and reflective, showing
comprehensive interpretation of
meaning and function
Analysis of poetry is insightful
and perceptive, citing specific
textual evidence to discuss and
interpret the use of symbolism,
theme, tone and meaning and
their effect on the poem.
4. evaluate the
Metaphysical Poets’
unique approach to poetry.
5. evaluate common traits
among metaphysical
poems, including but not
limited to, simple
vocabulary within
complex sentence patterns,
metaphysical conceits (a
type of extended
metaphor), paradoxes,
disruptions of poetic
meter, witty and
imaginative play on
words.
Discussion of common traits is
in-depth and includes
comparative analysis of
multiple points in the poems
QSI AP ENGLISH LIT & COMP SEC E03
Copyright © 1988-2014
19
‘B’ LEVEL
Identifies poetic devices citing
textual evidence
Oral and written output based
on close reading mostly
consists of identification and
summary; subsequent
discussion of poem suggests
that understanding of meaning
is factual but limited
Analysis of poetry is adequate
and based on textual evidence,
but lacks depth and detail
Makes connections between
societal factors and the
emergence of metaphysical
poetry
Identifies common traits
across the poems and provides
relevant quotations
Notes/Grade