Monday – No school for students
Hook, Housekeeping
& Homework
Tuesday
How was your weekend?!
1.
2.
3.
4.
What type of language is used when discussing poetry?
If you don’t already have one, grab a Poetry Terminology packet off the side table.
While you wait…
Look at the list of (61!) poetry terms.
Place “?” next to or highlight terms with which you are unfamiliar.
Have out the Poetry Handout #1 from last Wednesday.
What terminology do you already know and can apply to a poem? (say, for example
“Out, Out-”)?
Homework:
Read your AP Independent Novel!
Make sure you have it with you on Friday!
Past, Present, Future
Tuesday
• Poetry Free Response Pre-assessment
• AP Independent Novel - research & reading
• U3: Poetry Unit #1
• Practice finding our way through “Did I Miss Anything?”
• U3: Poetry Unit #1
• Finish “Did I Miss Anything?”
• AP Independent Novel
Instruction: Obtain
Poetry is…
• a form of literature that uses aesthetic and rhythmic qualities of language—such as
phonaesthetics, sound symbolism, and metre—to evoke meanings in addition to, or in place
of, the prosaïc ostensible meaning. Poetry has a long history, dating back to the Sumerian
Epic of Gilgamesh.
• Poetry - Wikipedia, the free encyclopedia, https://en.wikipedia.org/wiki/Poetry, Wikipedia
• a literary work in which special intensity is given to the expression of feelings and ideas by
the use of distinctive style and rhythm; poems collectively or as a genre of literature: he is
chiefly famous for his love poetry
• Origin: Late Middle English: from medieval Latin poetria, from Latin poeta 'poet'. In early use
the word sometimes referred to creative literature in general.
• Definition of poetry in English, noun Oxford Advanced Learner's Dictionary
• literature that evokes a concentrated imaginative awareness of experience or a specific
emotional response through language chosen and arranged for its meaning, sound, and
rhythm.
• Encyclopedia Britannica
Instruction: Obtain
Prose vs. Poetry
Prose
•
•
•
•
•
•
Words
Phrases
Sentences
Paragraphs
Chapters
Follows rules of standard modern
English
• More concrete
Poetry
•
•
•
•
•
•
•
Syllables
Feet
Lines
Stanzas
Cantos
Use of various line structures
Special use of & attention to sound,
patterns of rhyme and rhythm
• Concentrated language, intense &
dense imagery and diction
• More abstract
Instruction: Obtain
Prose vs. Poetry
“Poetry has the virtue of being able to say twice as much as prose in half the time, and
the drawback, if you do not give it your full attention, of seeming to say half as much in
twice the time.”
• Christopher Fry
Instruction: Obtain
Prose vs. Poetry
Poetry can be prosaic
And if sometimes, on the steps of a palace or the green
grass of a ditch, in the mournful solitude of your room,
you wake again, drunkenness already diminishing or
gone, ask the wind, the wave, the star, the bird, the
clock, everything that is flying, everything that is
groaning, everything that is rolling, everything that
is singing, everything that is speaking. . .ask what
time it is and wind, wave, star, bird, clock will
answer you: “It is time to be drunk! So as not to be
the martyred slaves of time, be drunk, be continually
drunk! On wine, on poetry or on virtue as you wish.”
- Baudelaire’s “Be Drunk,"
Prose Poetical
“This is what you shall do; Love the earth and sun and the
animals, despise riches, give alms to every one that asks,
stand up for the stupid and crazy, devote your income and
labor to others, hate tyrants, argue not concerning God,
have patience and indulgence toward the people, take off
your hat to nothing known or unknown or to any man or
number of men, go freely with powerful uneducated
persons and with the young and with the mothers of
families, read these leaves in the open air every season of
every year of your life, re-examine all you have been told
at school or church or in any book, dismiss whatever
insults your own soul, and your very flesh shall be a great
poem and have the richest fluency not only in its words
but in the silent lines of its lips and face and between the
lashes of your eyes and in every motion and joint of your
body.”
― Walt Whitman, Preface to1855 edition of Leaves of
Grass
Instruction: Obtain
Terminology
Tuesday
Narrative verse
• recounts a sequence of events a story in verse
• told by a speaker or narrator
• movement of plot is the center
• Ballads and epics
Lyric
• Originally sung to accompanist of a lyre
• Once poetic compositions written, the definition broadened
• Lyric sound …. not a narrative or dramatic (enactment of narrative) = lyric
• High emotional content
• Revealing speaker’s thoughts and feelings
U3: The Power of Poetry
Tuesday
Standard 2: Reading for All Purposes
1.Literary criticism of complex texts requires the use of analysis, interpretive, and
evaluative strategies
Objective: to use analytical and interpretive strategies to analyze a poem.
Relevance: The ability to interpret a variety of texts and cite evidence fosters the
coherent thinking, speaking, and writing, which are priority skills for the workplace and
postsecondary settings.
Essential Questions: What is poetry? What language do we use when analyzing poetry?
How do various techniques effect audience understanding and impact the purpose of a text?
• What is the difference between the denotation and the connotation of a word?
• How do we identify tone?
• How do we identify theme?
AP =
Ambiguity Possible
Address the Prompt
Analysis, Please
Always Poetry
Alternative Perspectives
Also Prose
Applied Practice
“Anything’s” Possible?
Absolute Paradise
Activity: Develop
We DO
Tuesday
Purpose: to define some terminology and practice the use of TPCASTT (an analytical and
interpretive strategy) to analyze a poem.
Tasks: Follow the directions of the on the “Poetry: How to Find Your Way”
Read
Re-read
Re-read and annotate
Outcome:
Define 7 terms to analyze poetry (see next slide)
Annotated poem based on TPCASTT
Terminology
Connotation
• associations a word calls to mind— – the feeling behind the word - what a word suggests beyond its basic definition
(DENOTATION)
Denotation
• the literal or primary meaning of a word – the dictionary definition - in contrast to the feelings or ideas that the word
suggests (CONNOTATION)
Speaker
• the narrative voice in a poem (such as a sonnet, ode, or lyric) that speaks of his or her situation or feelings. It is a
convention in poetry that the speaker is not the same individual as the historical author of the poem
Stanza
• a division of a poem based on thought or form. Stanzas based on form are marked by their rhyme scheme. Stanzas are
known by the number of lines they contain. The basic stanza forms are:
•
•
•
•
•
•
couplet
triplet
quatrain
sestet
septet
octave
2-line stanza
3-line stanza
4-line stanza
6-line stanza
7-line stanza
8-line stanza
Free Verse
• consists of lines that do not have a regular meter* and do not contain rhyme
*the pattern of stressed and unstressed syllables established in a line of poetry
Tone
• See handout and next slide
Theme
• overarching abstract idea or ideas being examined in the poem; an insight or central message – BEYOND THE SUBJECT
Hook, Housekeeping
& Homework
Wednesday
What type of language is used when discussing poetry?
If you don’t already have one, grab a gold Tone Bank sheet off the side table.
While you wait…
1. Look at the list of tone words.
2. Place “?” next to or highlight terms with which you are unfamiliar.
3. Take a moment to define these now and/or tonight!
Homework:
Define unfamiliar tone words.
Read your AP Independent Novel! - Make sure you have it with you on Friday!
Past, Present, Future
Wednesday
• Poetry Free Response Pre-assessment
• AP Independent Novel - research & reading
• U3: Poetry: Define terms, apply TPCASTT to “Did I Miss Anything?” (have’em out)
• U3: Poetry Unit #1…AP = Always Poetry, Alternative Perspectives
• Tone “Did I Miss Anything?”
• U3: Poetry Unit #1
• Writing about Tone “Did I Miss Anything?”
• AP Independent Novel
U3: The Power of Poetry
Wednesday
Standard 2: Reading for All Purposes
1.Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative
strategies
Objective: to use analytical and interpretive strategies to analyze a poem.
Relevance: The ability to interpret a variety of texts and cite evidence fosters the coherent thinking,
speaking, and writing, which are priority skills for the workplace and postsecondary settings.
Essential Questions: What is poetry? What language do we use when analyzing poetry?
How do various techniques effect audience understanding and impact the purpose of a text?
• Denotation vs. connotation
• Speaker
• Structure & Form (stanzas, verse)
• Attitude - Tone
• Theme
Activity: You Do
Wednesday
Purpose: to activate your inferencing skills
Tasks: Below are various lines from a poem entitled “February” by Margaret Atwood. Read
them and with yourself or a partner, fill in the blanks.
February, month of _______,
with a ________ heart in the center.
_____ pink _______
_____ pours out of our chimneys
I think ____ thoughts, and lust for ___________
But, it’s love that __________
How Does Your Poem Compare?
February, month of _______,
with a ________ heart in the center.
February, month of despair,
with a skewered heart in the center.
______ pink _______
small pink bumhole.
_____ pours out of our chimneys
…pollution pours
out of our chimneys
I think ____ thoughts, and lust for
___________
I think dire thoughts, and lust for
French fries…
But, it’s love that __________
But, it’s love that does us in…
Instruction: Obtain
What is Tone?
Wednesday
Definitions Everywhere!
See gold sheet, see last page of yellow packet, see below!
• attitude of a writer toward a subject or an audience.
• generally conveyed through the choice of words or the viewpoint of a writer or
speaker on a particular subject.
• the tone can be formal, informal, serious, comic, sarcastic, sad, and cheerful etc.
Coming Soon…
• Every written piece comprises a central theme or subject matter. The manner in
which a writer approaches this theme and subject is the tone.
Activity: Develop
Purpose: to practice TPCASTT
(Connotation) step to identify tone
(attitude)
Wednesday
1.
•
•
•
Tasks: See
Outcome: identify 2 tone words,
complementary or shifting, for the
poem “Did I Miss Anything?”
Coming Soon…
• two tone words (complementary or shifting)
• illustration
• literary technique(s)
• explanation
•
2.
Re-read the piece and highlight and note the
following:
Specific descriptive, detailed words (diction) that
convey feelings, including ironies*
Specific images and figurative language that convey
tone
Specific words that identify the speaker and his/her
point of view or perspective
Specific elements on the structure or punctuation
that convey shifts or stops
As you look for these, ask yourself: What is the
purpose? What is the effect?
• What are the connotations, or feelings and
assumptions, behind these words?
• What am I supposed to imagine? How do these
images make me? Is a comparison or exaggeration
being made?
• Does this draw emphasize to something else? Does
it shift speakers or ideas or feelings?
3.
Now, consider if the tone is complementary or
shifting; look for ideas on your tone word list
4.
Identify two tone words for the piece
*Instruction: Obtain
Irony is a term used to describe ambiguity or indirection.
Verbal irony is when the speaker says something opposite of what is
meant: understatement or overstatement (hyperbole); sarcasm.
exp. I love getting up at 3:30 in the morning on Saturdays.
Irony of situation is the difference in what we expect and what
actually happens.
exp. A dentist with bad teeth
Dramatic irony is an incongruity or discrepancy between what a character says or
thinks and what the reader knows to be true (or between what a character perceives
and what the author intends the reader to perceive.)
EX. The end of Romeo and Juliet. The audience knows Juliet is not dead, Romeo does
not.
Instruction: Obtain
I Do
February, month of despair,
with a skewered heart in the center.
Wednesday
• Specific descriptive, detailed words*
that convey feelings, including ironies*
small pink bumhole.
• Specific images and figurative
language* that convey feeling
…pollution pours
out of our chimneys
• Specific words that identify the
speaker* and his/her point of view or
perspective*
I think dire thoughts, and lust for
French fries…
But, it’s love that does us in…
• Specific elements on the structure or
punctuation that convey shifts or stops
Instruction: Obtain
I Do
February, month of despair,
with a skewered heart in the center.
small pink bumhole.
…pollution pours
out of our chimneys
I think dire thoughts, and lust for
French fries…
But, it’s love that does us in…
Wednesday
• Disheartening and Lonely
(complementary)
• “February, month of despair,/with
a skewered heart in the center. “
• Diction, imagery
• Atwood literally associates the
month of February with “despair,”
or a loss or absence of hope. The
image following is not a month
held together by Cupid’s
celebratory and loving arrow, but
instead hope painfully pierced in
half.
When identifying tone, do the following:
1. Re-read the piece and highlight and note the following:
•
•
•
•
Specific descriptive, detailed words (diction) that convey feelings, including ironies*
Specific images and figurative language that convey tone
Specific words that identify the speaker and his/her point of view or perspective
Specific elements on the structure or punctuation that convey shifts or stops
2. As you look for these, ask yourself: What is the purpose? What is the effect?
• What are the connotations, or feelings and assumptions, behind these words?
• What am I supposed to imagine? How do these images make me feel? Is a comparison or
exaggeration being made?
• Does this draw emphasize to something else? Does it shift speakers or ideas or feelings?
3. Now, consider if the tone is complementary or shifting; look for ideas on your tone
word list
4. Identify two tone words for the piece
5. Post these on the white board
Homework
Define unfamiliar tone words.
Read your AP Independent Novel! - Make sure you have it with you on Friday!
Hook, Housekeeping
& Homework
Thursday
Have out…
the poem “Did I Miss Anything?”
your Tone Word Bank
TPCASTT
Theme sheet (find it – it’s white)
You also may want to locate the 2 handouts on Writing a Thesis; I think one is pink and the
other white…
Homework:
Read your AP Independent Novel!
Make sure you have it with you on Friday!
Hook
Thursday
While you wait…
Read the sentence: Spotting the little lamb trapped in the barbed-wire fence, Crista
quickly ran to free it and rush it back to its baaahing mother.
Sad, right? Look at the word choice, the diction.
Spotting the little lamb trapped in the barbed-wire fence, Crista quickly ran to free it
and rush it back to its baaahing mother.
Tones: Urgency, concern (complementary)
You try…
Change the tone by changing the bolded words
Tones: Urgency, concern
Tones: Indifferent, practical or unsure
• Spotting the little lamb trapped in
the barbed-wire fence, Crista
quickly ran to free it and rush it
back to its baaahing mother.
• Watching the clumsy lamb caught
in the wire fence, Crista walked
towards it and lifted the fence
slightly so it might climb out.
Past, Present, Future
Thursday
• Poetry Free Response Pre-assessment
• AP Independent Novel - research & reading
• U3: Poetry: Define terms, apply TPCASTT to “Did I Miss Anything?” (have’em out)
• U3: Poetry Unit #1…AP = Always Poetry, Alternative Perspectives
• Tone “Did I Miss Anything?”
• U3: Poetry Unit #1
• Writing about Tone “Did I Miss Anything?”
• AP Independent Novel
U3: The Power of Poetry
Thursday
Standard 2: Reading for All Purposes
1.Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative
strategies
Objective: to use analytical and interpretive strategies to analyze a poem.
Relevance: The ability to interpret a variety of texts and cite evidence fosters the coherent thinking,
speaking, and writing, which are priority skills for the workplace and postsecondary settings.
Essential Questions: What is poetry? What language do we use when analyzing poetry?
How do various techniques effect audience understanding and impact the purpose of a text?
• Denotation vs. connotation
• Speaker
• Structure & Form (stanzas, verse)
• Attitude - Tone
• Theme
Activity: Develop
We DO
Thursday
Task: In your small group, discuss:
How would you change the tone of
Tom Wayman’s poem? Then, do it!
• You may consider the tones
sincere, helpful
OR
surprised, enthusiastic
• Select a particular stanza (or a few
lines from two stanzas next two
each other)
• Consider SPECIFIC changes in
diction, imagery/figurative
language/details, and structure &
form.
Nothing. When we realized you
weren’t here we sat with our hands
folded on our desks in silence, for
the full two hours
Everything. I gave an exam worth
40 percent of the grade for this
term and assigned some reading
due today on which I’m about to
hand out a quiz worth 50 percent
Activity: Develop
We DO
Thursday
Review
Back to the actual poem…
1. What is the tone? How do you know? (What devices convey the tone?)
2. What is the purpose of the tone? What is the effect of the tone?
Now… Last step of TPCASTT = Theme
1. What is the theme? (refer to your white sheet on Theme)
2. How does the tone support the theme?
3. Write a sentence conveying tone and theme.
• Through a _______ and ______ tone, the speaker conveys the belief that ________.
• The shift from ___________ to ____________ reflects _______________.
• Write your sentence of theme as a complete sentence.
Activity: Develop
You DO
Thursday
Task:
Write a thesis statement that addresses this AP-style prompt:
In the following poem by Canadian poet Tom Wayman, the speaker responds to the
question, “Did I miss anything?” Read the poem carefully. Then, in a well-organized
essay, identify how the speaker’s complex attitude is developed through such devices
as form and diction and imagery.
Outcome:
Put your thesis statement through the test!
Turn it in!
Outline a Piece of the PIE
•
•
•
•
Thesis (you just wrote it), so bullet below it…
Disheartening tone through harsh diction
“February, month of despair,/with a skewered heart in the center. “
Atwood literally associates the month of February with “despair,” or a loss or
absence of hope. The image following is not a month held together by Cupid’s
celebratory and loving arrow, but instead hope painfully pierced in half.
Hook, Housekeeping
& Homework
•
•
•
•
Friday
Extension Activity = “Did I Miss Anything?” Imitation
Come up with an everyday sort of question that you hear all the time but don’t
really pay attention to , on the same level as Did I miss anything?, maybe
something you hear in the halls, at home, or at work
Write alternating stanzas, each responding to the question in opposing ways
Finally, write conclusion that has a substantial idea, similar to the end of
Wayman’s poem
Bring in a typed, printed copy of your poem to share and turn in Monday
Homework:
Above, if you desire
Read your Independent Novel
& look through the reading response assignments to plan ahead.
Past, Present, Future
Friday
• U3: Poetry: TPCASTT to “Did I Miss Anything?”
• = Always Poetry, Alternative Perspectives
• Writing about Tone “Did I Miss Anything?”
• Turn in a thesis
• AP Independent Novel
• Response Assignment
• Presentation sign-up
• Read
• U3: Poetry: TPCASTT
• Going Old School: Focus on Theme and Tone
Independent Novel
Friday
Reading for All Purposes
1.Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative strategies
Research and Reasoning
1.Independent research designs articulate and defend information, conclusions, and solutions that address specific contexts and purposes
Oral Expression and Listening
1.Effective speaking in formal and informal settings requires appropriate use of methods and audience awareness
Objective: to practice various reading strategies while reading your independent novel
Relevance: The ability to interpret a text and cite evidence fosters the coherent thinking, speaking, and writing, which are
priority skills for the workplace and postsecondary settings.
Essential Questions:
• What strategies are most useful when reading, understanding, and making personal connections to literary texts?
• How can a reader compare his/her family or individual beliefs to those of a historical or literary period?
• What are the qualities or characteristics of literary merit? What is a text of literary merit?
• What specific techniques in a classic text elicit historic attention or appreciation? Why?
• What specific techniques in a modern text deserve critical attention or appreciation? Why?
Hook
Friday
• http://www.npr.org/series/4516989/storycorps
• In A Tight Spot, Abducted Family Struggled For Freedom — And Hope
• Trapped in a car trunk by kidnappers, Janette Fennell and her husband fought to get
free — and save their baby, who'd been in the car, too. Now, years later, Fennell tells
the story to her grown son.
Activity: Develop
We Do
Friday
Tasks:
1. Independent Reading Tasks
2. 110 Ways to Respond to Independent Reading
3. Presentation Dates
• If you finish and book and present, you need to start your next book because you will still
have assignments due each Friday!
4. Getting Started
• Proper Heading!
• What’s in a Name? Share the titles of your books. For each, stop and make up as
many questions as possible based only on the title of the book. Mark the questions
you think you will be able to answer from the book with a plus sign and those that
probably can’t be answered from the books with a minus sign. Respond: How much
can you tell about your book from the title alone? Which book has the best title?
Why?
Presentations
• Mon, Nov 2 – Jackson B, Graham G,
Danielle S
• Tue, Nov 3 – Riley D, Cole H, Bailey S
• Thurs, Nov 5 – Nina K, Antony A, James F
• Fri, Nov 6 (2) – Daulton J, Alissa M, Alex L,
Ian N, Nia V
• Mon, Nov 9 – Vitallie J, Jessica K, Maya M
• Tue, Nov 10 – Ben G, Saydra B, Gabby
• Thurs, Nov 12 – Michelle E, Angelo S,
Trina B
• Fri, Nov 13 (2) – Garrett H, Alvin S, Matt B,
Fred N
Friday
• Mon, Nov 16 – Harris N, Korina R,
Jonathan C
• Tue, Nov 17 – Claudia W, Taylor S, Henry R
• Thurs, Nov 19 – Oralia C, Michael L,
Martin R
• Fri, Nov 20 (2) – Kayla O, Jordan H,
Johnathan H, Virdi H, Richard H, Tylor O
Presentations
• Mon, Nov 30 – Tink L, Emmitt
C, Joseph Q
• Tue, Dec 1 – Baylee S, Bryana
O, Aliea F
• Thurs, Dec 3 – Emma C, Erin
S, Carmina P,
• Fri, Dec 4 (2) – Jordan M,
Abby T, Cody W, Zach S,
Alyanas D, Noah S
• Mon, Dec 7 - Brytne O, Ethan
F, Tess A
• Tue, Dec 8 - Bailey M,
Schaeffer W, Sienna A
• Thurs, Dec 10 – Zach P,
Sheldon D
• Fri, Dec 11 (2) – Ali S, Dylan S,
Tara H, Mary R
Activity
You Do
Friday
Tasks: Below your other work on titles, respond to these 6 questions
1. Who are your main (2-3) characters? - bullet and give a brief (3-5 word) description
of each
2. What is the setting? time, place
3. What is the conflict? _vs. _
4. What is the structure of the book like?
5. What is the writing style like?
6. How are you liking the book so far?
• Turn in and read!
Coming Soon…
• Students will be able to select an unfamiliar poetry device/term to research and
create an entry for our class glossary.
• Students will be able to use analytical and interpretive strategies to identify,
exemplify, and explain the tone of a poem.
• Students will be able to use analytical and interpretive strategies to analyze a poem.
• Students will be able to identify more specific individual goals for AP Literature (by
examining teacher and peer feedback on writing, assignment & overall grades, and
examining models/questions)
• Students will be able to dissect AP Literature-type prompts
• Students will be able to identify the key words in a AP poetry writing prompt and
explain the importance of dissection and how it influences their writing.
• Students will be able to dissect an AP poetry rubric and examine a student model in
order to determine how see how a writer moves from effectively from prompt to
thesis.
The Poetry Foundation.org
• http://www.poetryfoundation.org/learning/glossary-terms?category=all
• Other sources
• Poem Shape
• https://poemshape.wordpress.com/2008/11/30/what-is-iambic-pentameter-thebasics/
AP =
Ambiguity Possible
Address the Prompt
Analysis, Please
Always Poetry
Also Prose
Applied Practice
“Anything’s” Possible?
Absolute Paradise
Colorado Academic Standards
Oral Expression and Listening
1.Effective speaking in formal and informal settings requires appropriate use of methods and
audience awareness
2.Effective collaborative groups accomplish goals
Reading for All Purposes
1.Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative
strategies
2.Interpreting and evaluating complex informational texts require the understanding of
rhetoric, critical reading, and analysis skills
Writing and Composition
1.Style, detail, expressive language, and genre create a well-crafted statement directed at an
intended audience and purpose
2.Ideas, evidence, structure, and style create persuasive, academic, and technical texts for
particular audiences and specific purposes
3.Standard English conventions effectively communicate to targeted audiences and purposes
Research and Reasoning
1.Independent research designs articulate and defend information, conclusions, and solutions
that address specific contexts and purposes
2.Logical arguments distinguish facts from opinions; and evidence defines reasoned judgment