English 2 PreAP Poetry Unit
Objectives:
The students will be able to….
…appreciate poetry as a genre
…recognize and explain the
significance of poetic devices
…understand how authors create
tone and meaning in poetry
…compose analytical essays
discussing how authors achieve
meaning and tone in poetry.
Strategies for Learning
Lesson 1: Understanding poetic
structure
Strategies for Learning
Lesson 1 Bell Activity
With a partner, read the poems for
today’s study.
“Annabel Lee” by Poe
“The Tide Rises, The Tide Falls” by
Longfellow
“Stopping by Woods on a Snowy
Evening” by Frost
Strategies for Learning:
Vocabulary Definitions
Line
A unit of attention, not necessarily a unit of sense
Stanza
A division of a poem created by arranging the lines into
units separated by a space
End-stopped
A line of verse in which a logical or rhetorical pause
occurs at the end of the line
Enjambed
Continuation of the sense and the grammatical structure
beyond the line
Shift
A change in tone, speaker, meaning
TP-CASTT:
A Method for Analyzing Poetry
See handout!!
Strategies for Learning
Notes
Notes on line, stanza, end-stopped,
enjambed using “Annabel Lee”
Notes on TP-CASTT using
“Annabel Lee”
Strategies for Learning
Practice
Partner Practice using “The Tide
Rises, The Tide Falls”
Label the stanzas A, B, C, etc.
Count the lines in each stanza.
Determine if a line is end-stopped or
enjambed.
Complete as much as you can of a
TP-CASTT (the C may cause
problems)
Your turn!
For the Frost poem “Stopping By
Woods on a Snowy Evening” by
Robert Frost, complete the same
assignments:
# stanzas
#lines
End-Stopped or enjambed
TP-CASTT
Lesson 2: Understanding Rhyme

Lesson 2 Bell Activity.
 With
an elbow partner, write a poem about
cows. Include the following:
 2-stanzas
of 3 lines each
 One enjambed line
 One end-stopped line
Objectives
Understand types of rhyme
 Consider effects of rhyming choices

Poems to consider
 “Annabel
Lee” by Poe
 “The Tide Rises, The Tide Falls” by Longfellow
 “Stopping by Woods on a Snowy Evening” by
Frost
Strategies for Learning:
Vocabulary Definitions

Rhyme
 Repetition

of identical concluding syllables
Rhyme scheme
A
pattern of rhyme indicated by assigning a
letter of the alphabet to each rhyming sound

End rhyme
 Rhyming

at the end of a line
Internal rhyme
 Rhyming
words within a line
Vocabulary, continued

Slant or near rhyme


Eye or sight rhyme


Words with the same spellings but different
pronunciations (bury, fury)
Feminine rhyme


Concluding consonants are the same but the vowels
are different (take, walk)
Two rhyming syllables
Masculine rhyme

One rhyming syllable
Vocabulary, continued

Enclosed or enveloped rhyme
 ABBA

rhyme pattern
Interlocking rhyme
 The
third line of one stanza becomes the
primary rhyme in the next stanza

Exact rhyme
 Same
word rhyming
Partner practice Time!
With a partner, read and label all rhyming
words in “Helen” and “To Helen.”
 Also, locate examples of enjambed and
end-stopped lines.

Individual Practice Time!
Read and label all rhyming words in “The
Raven.”
 Also, locate examples of enjambed and
end-stopped lines.

Lesson 3: Sound Devices and
Figurative Language

Objectives:



Be able to recognize and provide
examples of various sound devices and
figurative language used in poetry.
Consider how sound devices and
figurative language used contribute to
meaning in poetry
Discover how an author’s choice in
diction can create sound imagery and
meaning
TERMS TO KNOW!

Alliteration


Assonance


Repetition of vowel sounds within words
that have different ending consonant
sounds
Consonance


Repetition of initial consonant sounds
Repetition of consonant sounds within
words
Hyperbole

An exaggeration
More terms!

Metaphor


Onomatopoeia


Words that sound like their meaning
Personification


A comparison of two unlike objects
stating that one thing IS another
Giving inanimate objects human
characteristics
Simile

Comparison of two unlike objects using
like or as
Partner practice


Poetry Unit: Partner Practice
Write a poem about cows that includes
examples of each of these elements. Be
sure to label each one!







4+ stanzas, 3+ lines each
Stanzas 1-3 should be in one tone (define it!)
Demonstrate a shift and a new tone in stanza 4
(define it!)
An enjambed and an end-stopped line
Rhymes: masculine, feminine, slant, eye,
internal, end, enclosed, interlocking, exact
Sound Devices: alliteration, assonance,
consonance, onomatopoeia
Figurative Language: hyperbole, metaphor,
personification
Individual Practice
Lesson 4: Understanding Rhythm

Objectives:
–
–
Recognize metrical patterns in poetry.
Understand how authors’ choices affect meaning
Lesson 3 Bell Activity

Listen to “Be Prepared” from The Lion King
–
–
Think about rhythm in the song.
How does the rhythm contribute to the song’s
mood?
Learning Rhythmic Patterns

Listen to “Stressed and Unstressed” and
consider the definitions to the following