“Hate Poem” Anticipatory Set for Romeo and Juliet
General Level
1.
TSW respond to the in-class writing prompt as go work. a.
TTW ask two students to share their examples or definitions of “hate.”
2.
TTW read poem aloud to students, asking them to underline two references to hate or hating . a.
Teacher will ask students to share what they underlined.
3.
TTW distribute and go over vocabulary briefly—telling them it is not for a test but for understanding.
4.
TTW read the poem again, asking students to underline two different references to hate.
5.
Teacher-led discussion of the poem: a.
What was you favorite line of the poem and why? b.
What is a metaphor: (do the ______ of _______) exercise if no response. c.
What metaphors do you see in the poem? d.
Key Question: Why write a metaphor when you could just say, “I hate you?”
6.
Move to discussion of Love by starting out loud reading of Romeo and Juliet.
Tell the students that we will be stopping at places to do group work around love.
College Prep
1.
TSW respond to the in-class writing prompt as go work. a.
TTW ask two students to share their examples or definitions of “hate.”
2.
TTW read poem aloud to students, asking them to underline two references to hate or hating that are metaphors or images. TTW remind students of metaphors and images via the _________ of __________ exercise. b.
Teacher will ask students to share what they underlined.
3.
TTW distribute and go over vocabulary briefly—telling them it is not for a test but for understanding.
4.
TTW read the poem again, asking students to underline their favorite image from the poem about hate.
5.
Teacher-led discussion of the poem: c.
What was you favorite line of the poem and why? d.
What metaphors do you see in the poem? e.
Do you see connections between this poem and the way that love is portrayed in Romeo and Juliet?
f.
Key Question: Why write a metaphor when you could just say, “I hate you?” g.
Move to discussion of Love by starting out loud reading of a section of the homework reading from Romeo and Juliet.
Tell the students that we will be stopping at places to do group work around love.

Honors
1.
TSW respond to the in-class writing prompt as go work. a.
TTW ask two students to share their examples or definitions of “hate.”
2.
TTW read poem aloud to students, asking them to underline two references to hate or hating that are metaphors or images. a.
Teacher will ask students to share what they underlined.
3.
TTW distribute and go over vocabulary briefly—telling them it is not for a test but for understanding.
4.
Student volunteer will read the poem again, and TTW ask students to underline their favorite image from the poem about hate.
5.
Teacher-led discussion of the poem: a.
What was you favorite line of the poem and why? b.
What metaphors do you see in the poem? c.
Do you see connections between this poem and the way that love is portrayed in Romeo and Juliet?
d.
What are some specific images of love from Romeo and Juliet from our reading? e.
Is the poet in “Hate Poem” mocking the sort of love found in
Romeo and
Juliet ? Why or why not? f.
Key Question:
Why write a metaphor when you could just say, “I hate you?”
7.
Move to discussion of Love in Romeo and Juliet , asking students to group and come up with instances of images of love in last night’s reading in the next ten minutes. (Assign a reporter, scribe, and searcher in each group—also remind them that you will collect this paper to check off that they did the group work.)