Michael Rossi
Epics and Reverse Epics
Time Constraints: (2) 45 minute periods
Rationale: Epics and reverse epics make up an integral part of poetic structure and the history of English literature.
Objectives:
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Students will understand the elements and roots of poetry.
Students will read short poetry and discuss how authors write stories through poetry to warn others.
Students will write with a focus to format their own poetry.
Standards:
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Contribute to discussions. (1.6.11.D) Ask relevant questions; Respond with relevant information or
opinions to questions asked; Listen to and acknowledge the contributions of others; Adjust tone and
involvement to encourage equitable participation; Introduce relevant, facilitating information, ideas,
and opinions to enrich the discussion; Paraphrase and summarize as needed.
Listen to others. (1.5.11.A.) Ask Clarifying questions; Synthesize information, ideas, and opinions to
determine relevancy; Take notes.
Analyze the effectiveness, in terms of literary quality, of literary devices (1.3.11.C) Sound techniques;
figurative language; literary structure.
Read and respond to short fiction including poetry. (1.3.11.F)
Analyze and evaluate in poetry the appropriateness of diction and figurative language. (1.3.11.D)
Write poems. (1.4.11.A) Apply varying organizational methods; apply literary conflict, elements, and
devices. (1.3.11.B.C)
Write with a sharp distinct focus. (1.5.11.A)
Materials:
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Handout containing “Jenny’s Poem” and Analysis of the Poem.
Poetry and Reflection Journals
Epic Enjambments Handout (HW)
Anticipatory Set:
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Question for Quickwrite: What is a warning you would like to extend to individuals who are younger
than you? Is there any lesson that you have learned recently or experience you have gone through that
you wish you would have realized earlier?
Procedures and Assessment:
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Reflection:
Day One
o Anyone who wishes to share these reflections may.
o Read “Jenny’s Poem” as a class (see handout).
 As we read the poem, go through and pick out literary devices and terms previously
defined.
o Students will write a warning poem at the end of the class, may present poem if desired.
Day Two
o Wrap up missed content
o Epic Enjambments (HW).
Jenny’s Poem
Jenny was so happy about the house they had found.
For once in her life was on the right side of town.
She unpacked her things with such great ease.
As she watched her new curtains blow in the breeze.
How wonderful it was to have her own room.
School would be starting, she'd have friends over soon.
There'd be sleep-overs, and parties; she was so happy.
It's just the way she wanted her life to be.
On the first day of school, everything went great.
She made new friends and even got a date!
She thought, "I want to be popular and I'm going to be,
Because I got a date with the star of the team!"
To be known in this school you had to have a clout,
And dating this guy would sure help her out.
There was only one problem stopping her fate.
Her parents had said she was too young to date.
"Well, I just won't tell them the entire truth.
They won't know the difference; what's there to lose?"
Jenny asked to stay with her friends that night.
Her parents frowned but said, "All right."
Exited, she got ready for the big event.
But as she rushed around like she had no sense,
She began to feel guilty about all the lies,
But what's a pizza, a party, and a moonlight ride?
Well the pizza was good, and the party was great,
But the moonlight ride would have to wait.
For Jeff was half drunk by this time.
But he kissed her and said that he was just fine.
Then the room filled with smoke and Jeff took a puff.
Jenny couldn't believe he was smoking that stuff.
Now Jeff was ready to ride to the point.
But only after he'd smoked another joint.
They jumped in the car for the moonlight ride.
Not thinking that he was too drunk to drive.
They finally made it to the point at last.
And Jeff started trying to make a pass.
A pass is not what Jenny wanted at all
(and by pass I don't mean playing football).
"Perhaps my parents were right....maybe I am too young.
Boy, how could I ever, ever be so dumb."
With all of her might she pushed Jeff away:
Please take me home, I don't want to stay."
Jeff cranked up the engine and floored on the gas.
In a matter of seconds they were going too fast.
As Jeff drove in a fit of wild anger,
Jenny knew that her life was in danger.
She begged and pleaded for him to slow down,
But he just got faster as they neared the town.
"Just let me go home I'll confess that I lied.
I really went out for a moonlight ride."
Then all of a sudden, she saw a big flash.
"Oh God, Please help us! We're going to crash!"
She doesn't remember the force of impact.
Just that everything all of a sudden went black.
She felt someone remove her from the twisted rubble,
And heard, "Call an ambulance! These kids are in trouble!"
Voices she heard...a few words at best.
But she knew there were two cars involved in the wreck.
Then wondered to herself if Jeff was alright,
And if the people in the other car were alive.
She awoke in the hospital to faces so sad.
"You've been in a wreck and it looks pretty bad."
These voices echoed inside her head,
As they gently told her that Jeff was dead.
They said "Jenny, we've done all we can do.
But it looks as if we're going to lose you too."
"But the people in the other car!?" Jenny cried.
"We're sorry Jenny they also died."
Jenny prayed, "God, forgive me for what I've done
I only wanted to have just one night of fun."
"Tell those people's family I've made their lives dim,
And I wish I could return their families to them."
"Tell Mom and Dad I'm sorry I lied,
And that it's my fault so many have died.
Oh, nurse, won't you please tell them that for me?"
The nurse just stood there - she never agreed.
But took Jenny's hand with tears in her eyes
And a few moments later Jenny died.
A man asked the nurse, "Why didn't you do your best
To bid that girl her one last request?"
She looked at the man with eyes oh so sad.
"Because the people in the other car were her mom and dad."
This story is so sad and unpleasant but true,
So young people take heed, it could have been you.
Analysis of Jenny’s Poem
What is an epic poem?
What is a reverse epic?
Create a plot diagram of the poem:
Introduction:
Characters:
Setting:
Background:
Rising Action:
Conflict:
Climax:
Big Event:
Falling Action:
Resolution:
Exposition:
Purpose:
How would you describe each character?
Jenny:
Jeff:
Mom/Dad:
Nurse:
Irony:
What is irony?
How is irony used in the poem?
Purpose:
Why did the author write the poem?
Do you think the purpose was achieved?
Literary Terms:
What is the poem’s rhyme scheme?
Find an example of alliteration in the poem:
Find an example of imagery in the poem:
Find an example of assonance in the poem:
Does “carpe diem” apply to this poem?
Would you recommend this poem to a friend? Why/Why not?
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Epic Enjambments
Epic: Long poem about a hero
Enjambment: when a thought/sentence extends beyond
one line of poetry
I walked to the store and saw
A lot of corn stalks so very tall.
1. Invent a superhero. Give him/her a name, a job, a
purpose, and an outfit. You may want to draw him/her
so that you have something to visualize.
2. Create a plot diagram that identifies a particular
adventure that the hero goes through.
3. Write an Epic poem using the rhyme scheme:
AABACCACDDCDEEDEFFEFGGFGHHGHBB
4. Your Epic should include enjambments. Use the
story already written on your plot line to create the
long epic poem.
Michael Rossi
Introduction to Sonnets
Time Constraints: 45 minute period
Rationale: Sonnets represent a vast and important part of poetic structure and history. The student’s understanding
of Shakespeare language is contingent on these structures and histories.
Objectives:
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Students will understand the definition and elements of a sonnet.
Students will be able to identify Shakespearen and Italian sonnets through participation in a guided
lecture introducing them to sonnets and their typical structures.
Standards:

Analyze the relationships, uses and effectiveness of literary elements used by one author including irony,
plot, theme, structure. (1.3.11.B)
 Listen to others. (1.6.11.A)
 Ask clarifying questions.
 Synthesize information, ideas, and opinions to determine relevancy.
 Take notes.
 Contribute to discussions. (1.6.11.D)
 Ask relevant, clarifying questions.
 Respond with relevant information or opinions to questions asked.
 Listen to and acknowledge the contributions of others.
 Adjust tone and involvement to encourage equitable participation.
 Introduce relevant, facilitating information, ideas, and opinions to enrich the discussion.
 Paraphrase and summarize as needed.
Materials:
- Guided notes handout.
- Sonnet types handout.
Anticipatory Set: Two minute review of what a sonnet is. Refer to memory aid wall.
Procedures and Assessment:
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Guided oral notes:
o
o
o
o
Reflection:
We will then take notes on sonnets: means little song.
14 lines with a strict rhyme scheme.
Sometimes use iambic pentameter: 5 beats per line
2 types: Italian- 2 parts, first 8 lines describe the problem, last 6 lines give a resolution.
Rhymes ABAB ABAB CDECDE
o Shakespearean because William Shakespeare became a famous practitioner- 3 quatrains 4
lines each and a couplet 2 lines that sometimes rhyme. 3rd quatrain introduces a turn. Rhyme
scheme- ABAB CDCD EFEF GG in iambic pentameter.
o Read the build background on page 233 and discuss how we would identify a sonnet by
rhyme scheme and turning point.
o Students will read two sonnets and identify them as Shakespearean or Italian. (See Attached)
Close with review
Sonnet Notes:

A Sonnet is a ___________________________________.

It means “______________________________________.”

It has a ____________ rhyme scheme.

It uses Iambic Pentameter:
____________ syllables per line.
____________ beats per line.

There are _______ types of sonnets:
_____________________ and __________________________.

1. __________________________: 2 parts
Octave _________ lines describes the ____________________.
Sestet ___________ lines gives a resolution.
Rhyme Scheme: ____ ____ ____ ____ ____ ____ ____ ____
____ ____ ____ ____ ____ ____

2. _______________________________:
Because William ___________________________ became a
practitioner.
_______________
_______ Quatrains: _____ lines and a Couplet: ______ lines that rhyme
______ quatrain introduces a ________________.
Rhyme Scheme: ____ ____ ____ ____ ____ ____ ____ ____
_____ ____ _____ ____ _____ ____
Uses _________________ Pentameter
Sonnet 1:
I can’t believe I didn’t realize it
When I knew what was going to happen
Instead of acting I just wait and sit
I think it must be something of a sin
I knew that she was in trouble that night
But I stayed inside of my house safely
They were coming for her, she would not fight
She is gone now and now is when I see
I am standing before her grave today
She is now gone and I am standing here
I could have saved her but I stayed at home
And now I just have one last thing to say
And I want to make to myself very clear
Don’t leave anyone to suffer alone
Sonnet 2:
I am going to make it how ‘bout you
With every single day I get closer
Nobody else cares about what I do
But of just one little thing I am sure
Making it is not an option for me
Nothing expected of me by others
I am going to be better you see
I’m going to inspire another
My name may never ever be in books
It may not be spoken on TV
No one will ever give me a second look
But this is very important to me
Better is what I am going to be
It is for no one else except for me.
Shakespearean Sonnets
Time Constraints: (2) 45 minute periods
Objectives:
1.
Students will contribute to discussions, ask relevant questions, and respond to questions when prompted
concerning their understanding and interpretation of the poem.
2. Students will listen to others and synthesize their views in connections to points made.
3. Students will understand the elements of Shakespearean (British) Sonnets.
4. Students will analyze sonnets considering the themes of the poem and the literary elements included,
specifically irony.
5. Students will create a Shakespearean Sonnet following the guidelines of the prompt of their assignment (i.e.
modeling after Sonnet 130).
6. Students will present their pieces in front of small groups.
Standards:

Analyze the relationships, uses and effectiveness of literary elements used by one author including irony,
plot, theme. (1.3.11.B)
 Speak using skills appropriate to formal speech situations. (1.6.11.C)
 Listen to others. (1.6.11.A)
 Ask clarifying questions.
 Synthesize information, ideas, and opinions to determine relevancy.
 Take notes.
 Contribute to discussions. (1.6.11.D)
 Ask relevant, clarifying questions.
 Respond with relevant information or opinions to questions asked.
 Listen to and acknowledge the contributions of others.
 Adjust tone and involvement to encourage equitable participation.
 Introduce relevant, facilitating information, ideas, and opinions to enrich the discussion.
 Paraphrase and summarize as needed.
 Write poems: (1.4.11.A)
 Apply organizational methods
 Include literary elements
 Use literary devices
 Write with a sharp, distinct focus (1.5.11.A)
 Identify topic, task
Materials:
- Poetry and Reflection Journals.
- Sonnet 130 & Poem Translation Handout
- Sonnet Rubric
- Poetry Prompt Handout (HW)
Anticipatory Set: Quickwrite in journals - “Describe the perfect guy or girl that you would like to date, include
characteristics of appearance, action, speech, and personality.” Students will have about ten minutes to write in their
journals.
Procedures and Assessment:


I will tell students about what most men considered the perfect woman in the 1600s: blonde, fair, delicate,
sweet smelling and speaking
I will tell them that Shakespeare also had his idea of what his perfect woman would be like. We will read
the poem out loud together dissecting each line as we go.
o My mistress' eyes are nothing like the sun; (Eyes are dull not bright)
Coral is far more red than her lips' red;
(Her lips are not red)


If snow be white, why then her breasts are dun; (Her skin is dark or tanned)
If hairs be wires, black wires grow on her head. (Dark hair- not blonde)
I have seen roses damask'd, red and white,
(Roses bloom red)
But no such roses see I in her cheeks;
(She has no luster in her cheeks)
And in some perfumes is there more delight
Than in the breath that from my mistress reeks. (She smells bad)
I love to hear her speak, yet well I know (Speech does not flow like music)
That music hath a far more pleasing sound; (She does not speak sweetly)
I grant I never saw a goddess go; (How does a goddess walk- gentle, lightly)
My mistress, when she walks, treads on the ground. (Boom…)
And yet, by heaven, I think my love as rare (Resolution)
As any she belied with false compare. (No one can compare to this girl)
Next the class will discuss irony: a literary term referring to how a person, situation, statement, or
circumstance is not as it would actually seem. Many times it is the exact opposite of what it appears to be.
We will talk about how Shakespeare uses irony in this piece.
Then students will look at the structure of the poem.
o ABABCDCDEFEFGG- rhyme scheme
o 14 lines the first 12 lines present the situation and the last two present the conclusion. There is also
often a pattern of restatement- sometimes it is done line by line- sometimes it is done in sections.
In this poem Shakespeare restates that his mistress is the opposite of what many would consider
beautiful or womanly line by line. However, in many of his poems he will make a statement in the
first stanza- four lines of poetry ABAB and then restate it differently in CDCD and again in EFEF
until he finally gives us his concluding points or resolution in GG.
Closure:
Students will receive the prompt paper and fill in the blanks reviewing what we have discussed in the class period.
(HW):
 Students will follow the prompts instruction to create their own Shakespearean sonnet modeling Sonnet
130. They will be due the following day.
 Students will present their sonnets in small groups. The class will look at rhyme scheme and turning points
in their pieces.
 Complete in Poetry Journals.
Reflection:
Sonnet 130
My mistress' eyes are nothing like the sun;
Coral is far more red than her lips' red;
If snow be white, why then her breasts are dun;
If hairs be wires, black wires grow on her head.
I have seen roses damask'd, red and white,
But no such roses see I in her cheeks;
And in some perfumes is there more delight
Than in the breath that from my mistress reeks.
I love to hear her speak, yet well I know
That music hath a far more pleasing sound;
I grant I never saw a goddess go;
My mistress, when she walks, treads on the ground.
And yet, by heaven, I think my love as rare
As any she belied with false compare.
Translation of Sonnet 130
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Italian Sonnet Rubric:
Student Name __________________________________________________________________
Utilizes correct rhyme scheme: ABAB ABAB CDECDE _________/ 4
Contains 10 syllables in each line __________/ 4
The problem is found in the first 8 lines ___________/ 4
The solution/resolution is found in the last 6 lines ___________/ 4
Irony is evident in the poem’s resolution ____________/ 3
Creativity _____________/ 2
Total _____________/25
Shakespearean Sonnet Rubric:
Student Name __________________________________________________________________
Utilizes correct rhyme scheme: ABAB CDCD EFEF GG _________/ 4
Contains 10 syllables in each line __________/ 4
The problem is found in the first 12 lines ___________/ 4
The solution/resolution is found in the last 2 lines (closed couplet ___________/ 4
Irony is evident in the poem’s resolution ____________/ 3
Creativity _____________/ 2
Total _____________/25
Poetry Prompt:
Construct your own ______________ ______________________ Sonnet. The
Sonnet should be ______ lines long having a _______________________________
rhyme scheme. The first 12 lines should __________________ a situation. The last
two lines should ____________________ the situation. You may select any topic
you would like.
*Students will fill in the blanks: Construct you own IRONIC SHAKESPEAREAN Sonnet. The
Sonnet should be 14 lines long having an ABABCDCDEFEFGG rhyme scheme. The first 12
lines should PRESENT a situation. The last two lines should RESOLVE the
situation…(Remove from handout)