Mount Carmel Academy
Lesson Plans
ALLEN REID
ENGLISH IV AP
September 2-5, 2014
TEKS: See Daily Objectives
ACADEMIC VOCABULARY:
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Theme
Compare
Contrast
Sound
Form
Figurative Language
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Characterization
Patterns
British Romantic Poets
Romanticism
Tuesday, September 2, 2014
1. Focus: Read To Autumn by John Keats silently. Reread lines 1-11. Think about
the imagery. Write a paragraph of 8 sentences describing words and phrases that
suggest the abundance of the setting.
1. Objectives: Each student will be able to do the following:
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TEKS 7 students will be able to identify imagery and explain in Poetry.
TEKS 1E 7 analyze how the author’s patterns of imagery reveal theme, set
tone, and create meaning in metaphors.
TEKS 5 Students will be able to compare and contrast the different Poems
and Poets across the Romantic Period.
2. Instruction: Students will be allowed to ask questions to read another Poem by
Keats, Ode to a Nightingale. We will continue to look for similar traits and characteristics
of Poets and of Poems from the same time period or movement (in this case Keats and
Romanticism. We will continue to identify literary devices that point to a theme.
3. Assess Mastery / Higher Order Thinking: Question students concerning their
Reading Lists. Ask the following:
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What figurative language do you see?
Paraphrase any metaphors or similes that you see?
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Pair up in groups. The Speaker in the Poem expresses anxiety about things
that he may not accomplish before he dies. In your groups, list ten goals
that you hope to accomplish before you die. End the list with a couplet
modeled after lines 12-14 that balances the desire for life with the fear of
death.
How do these infer a Theme?
Do see any use of diction or repetition that points to the theme?
Homework: write two paragraphs defining the movement of Romanticism
(specifically the movement within Poetry).
Wednesday, September 3, 2014
1. Focus: Read Composed upon Westminster Bridge by William Wordsworth.
Examine Personification. Find two examples. In what ways do theses enhance the
description of the scene? What is Wordsworth’s attitude towards the scene?
2. Objectives: The students will be able to do the following:
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Compare and contrast works of literature that express a universal
theme.
Evaluate the changes in sound, form, and figurative language in poetry
across literary time periods. How are the Cavalier Poet’s themes
different from the Romantic Poet’s themes?
Identify more literary devices and articulate how they attribute to the
theme?
3. Instruction: Ask the students to share their responses to the focus activity. Read
the second Poem by Wordsworth on the following page (807). Break up into
groups of three in order to discuss literary devices and how they are used to point
towards Themes. Read the Poems out loud, and we will discuss them as a class.
Introduce the poets: Show a picture on the PowerPoint introducing each
of the poets.
Students will be prompted to describe what each speaker is trying to
persuade or convince the listener to do or believe.
4. Assess Mastery / Higher Order Thinking: What similarities or differences do
you see between Keats and Wordsworth? Are there differences? How do they
both fit into the Romanticism movement? What similar literary devices or
different literary devices do they use to express their themes from the Cavalier
Poets that we read last week?
5. Classwork: This class is amazing. You all are very creative. I like your definition
of Carpe Diem being equivalent to YOLO. Some of you said it is even expressed
in the music of today, but tody’s music is more direct and to the point whereas the
Poetry of the Cavalier Poets is more obscure due to the use of figurative
language Perhaps that is what is great about poetry, figurative language i.e., is
open to interpretation. That being said. I would like you to pair up in groups of
threes and try and mimic the Cavalier Poets. Remember things like tone, diction,
and your audience. Is it to your peers? Those younger than you? Your parents?
Your teachers? Those whom have died before or during your lives. Use the terms
that we have learned: simile, metaphor, hyperbole, and personification. What will
you purpose be to persuade? Remember how diction can affect your audience. A
younger generation may respond more openly to neologism (new words) whereas
an older generation may not be persuaded without the use of SE (Standard
English). I will allow 15 minutes toward the end of class to allow you work on
them Thursday. Friday, you present them. Bring a post board and illustrate it if
you wish. The best one in the class will be placed on the wall.
Thursday September 4
Focus: Read Kubla Khan by Samuel Coleridge on page 841. What signs or
trouble do lines 28-36 reveal? Given the positive and negative details, what do
you think Coleridge is saying about a ruler’s ability to control the forces around
him?
Objective: Analyze how the author’s patterns of imagery reveal theme, set tone,
and create meaning in metaphors, passages, and literary works.
6. Materials: Text, Copies of Poems
Assess Mastery and higher order thinking: Ask students questions regarding tone and
imagery in the Poem. How do these affect them? Choose two metaphors and
paraphrase them.
Homework: Write a two paragraph essay on the Metaphysical Poets. Read A
Valediction: of Weeping on Page 551. Answer the questions on page 553.
Friday, September 5, 2014
1. Focus: Read through the Donne Poem “Holy Sonnet 10.” In groups of three,
discuss the poem line by line and write out the tone of the poem, the meaning of
the metaphors, and the overall theme of the poem. What diction is being used to
express the tone?
2. Objectives: The students will be able to do the following:
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Analyze how the author’s patterns of imagery and conceits reveal
theme, set tone, and create meaning in metaphors in metaphysical
poetry.
Write down any words that you do not know. We will define them as a
class.
Write an interpretation of a literary text.
3. Instruction: Students will write five paragraphs analyzing any Poem that we
have read so far in class. You should have a hook line and a good solid thesis
statement that should include your topic, controlling idea, and subtopics (in this
case your subtopic will be figurative language. You should have three body
paragraphs that support your thesis statement using textual evidence. And you
should have a conclusion paragraph. Maybe, try and be creative with your
conclusion. Not only reaffirm your facts and statements, but you might include a
hypothetical scenario where the young woman in To His Coy Mistress is
persuade by his tone, diction, and metaphors. She gives in to him. Use cause and
effect to describe what might come of such a response?
4. Assess Mastery / Higher Order Thinking: Ask the students the following: Why is
death not mighty or dreadful? How does this extended metaphor identify as a
conceit? Ask students to discuss why Poetry is still important today? How does
the themes discussed in the poems that we have read still occur today? How has
our attitude towards these themes changed from our present time period from that
of the poets?
5. Materials: Text