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5 – list five things (actions, behaviors…) which demonstrate someone is an adult.
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3 – list three things (actions, behaviors…) which adults might do that aren’t very mature.
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1 – identify ONE adult in your life who is the most stand-up, responsible, mature adult you know.

(Ladies, you can think “adulthood” instead of manhood.
It’s okay to universalize the message to include women. )

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Today we’re going to read “If” – a poem about what it takes to be a MAN. (Ladies, insert ADULT for “Man” if you so desire. The poem can be applied to women as well.)
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We’re going to be reading the poem several times, each time looking at a different poetic device. We want to see how they all work together to get across
Kipling’s message.

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Personification
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Rhyme
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Syntax
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Anaphora
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Parallelism
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Stanza
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Octet
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Quatrain
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Tone

Giving human qualities to nonhuman things or ideas.
Here’s a tip: look for words which are capitalized which normally wouldn’t be.

- “Remember High School”

(It’s the arrangement of words and phrases to create wellformed sentences in a language.)
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Anaphora – cool word – just know that it is the repetition of words and phrases at the beginning of sentences or lines of poetry.
We real cool
We Jazz June
We die soon
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Parallelism – repetition of the STRUCTURE in sentences or lines of poetry
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EX (The Dog ate the food = The Man ran the race)

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You know tone. It’s the…. (Partner A tell Partner B)
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Partner B – tell Partner A how you determine TONE in a piece.
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Partner A – tell Partner B what types of words you use to discuss tone.
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Partner B – tell Partner A what the TONE of this example is:
I led it gently to the road and stood with that companion, ready and friendly.

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Partner A, read the poem out loud to Partner B.
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After each stanza, write a couple of words which state the BASIC idea of each stanza.
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After reading – summarize in 10 words or less the poem.

Humans often consider themselves to be above animals and inanimate objects. To make these things seem more important (in a good or bad way), they often personify them.
Choose an object in this classroom. Write a description of this object which personifies it. Be ready to share your description.

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Partner B – read the poem out loud to Partner A.
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As you read, identify where Kipling PERSONIFIES anything.
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After reading – What is the effect of personifying those concepts? You’ll need to explain the different effect for each of the examples.

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Partner A read the poem AGAIN to Partner B
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As you read, identify where Kipling uses anaphora and parallelism.
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After reading – what is the effect of using anaphora and parallelism?
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You will need to separate your answer for anaphora and for parallelism – they have a different emphasis.

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Okay, what is the subject of this poem? Partner B tell partner A.
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What is Kipling’s TONE towards this subject?
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Prove it. (Partner A, find a couple of words that you say support the tone. ) (Partner B, you find a couple more words that show this tone)
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After reading – What’s the tone and how do you know it’s the tone?

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In your partnerships, decide what the theme is about becoming a man.
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What is Kipling telling us about becoming a Man?
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How do you know that this is his message?
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Do you agree with his message?

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How does each different poetic device help develop the message?
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You need to look at the EFFECTS of each device and how those EFFECTS tie into your explanation of theme.
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Now, answer the LEQ using your After Reading responses and your notes on the poem.
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This is what I am collecting.

DO THIS ON A SEPARATE SHEET OF PAPER.
You will have at least FOUR PIECES OF EVIDENCE, EACH ONE
FOLLOWED BY THEIR OWN TIE-IN.
E1 – Personification
T1 – how the example of personification shows the theme.
E2 – Anaphora
T2 – how the example of anaphors shows the theme.
E3 – Parallelism
T3 – how the example of parallelism shows the theme.
E4 – Tone
T4 – how the example of tone shows the theme.