Unit 2A: Poetry
2 week unit
January 5 – January 15, 2016
Seating Charts
O If you have a problem with your seat, write a
1 ½ page persuasive paper giving specific
reasons why you should be moved, and how
this will effect your education in this class.
O Your request will be considered, but a new
seat is not guaranteed.
O You have until January 8th, 2016 to turn in
the essay. After that time, the seating chart
becomes permanent for the third nine
weeks.
Every Day Edits
To be completed daily and combined with quick writes
for a weekly grade. Find the 10 grammatical and
spelling errors in the paragraphs.
01/05/16 Every Day Edit
01/06/16 EDE
01/07/16 EDE
01/08/16 EDE
01/11/16 EDE
01/12/16 EDE
01/13/16 EDE
01/14/16 EDE
01/15/16 EDE
Unit 2A: Poetry
What is poetry?
Unit 2A: Poetry Objectives:
O 2 week unit
O Understand elements of poetry.
O Increase appreciation and understanding of poetry.
O Analyze a poem with a group or individually and present
findings to the class.
O Create a quiz for the class based on your presentation.
O Write your own original poem using the elements that
we studied.*
O Take a unit test to insure understanding.
O *If time allows. If time does not allow, the poem will be
written at a later date. Poems written during the unit
individually can be substituted for the poem written
later, or used to replace the lowest grade in the 3rd nine
weeks.
Unit Vocabulary
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Diction – choice of words in speaking or writing for clear and effective expression
Figurative language - language not intended to be taken literally but layered with
meaning through the use of imagery, metaphors, and other literary devices
Imagery – the use of language to create mental images and sensory impressions.
Imagery can be used for emotional effect and to intensify the impact on the reader. (e.g.,
the imagery of the phrase such sweet sorrow)
Understatement – a rhetorical technique, often incorporating irony and humor, in which
something is represented as less than it actually is
Overstatement – an exaggerated statement
Irony – a literary technique used to create meaning that seems to contradict the literal
meaning or events
Verbal irony – the use of words in which the intended meaning is contrary to the literal
meaning (e.g., I could care less)
Paradox – a seemingly contradictory statement that on closer scrutiny reveals a deeper
truth (e.g., life is but a dream)
Structural element – the basic form of a poem, including its visual presentation (e.g.,
line, stanza, or verse)
Poetry Unit Guiding
Questions
O What is poetry? How is it different from fiction?
O How does poetry express the human
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experience?
What are the elements of poetry?
How can we determine the meaning of a word
using context clues?
How can we determine the meaning of a word
using root words?
What is figurative language and how do poets
use it?
Vocabulary
O As we go over each term, give me examples of the
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following:
Imagery
Figures of Speech
Simile
Metaphor
Personification
Rhythm and Meter
Rhyme
Abandoned Farmhouse
O Close your eyes for 30 seconds and form a
picture of what an abandoned farmhouse
might look like.
O Think about the sensory details—the sounds,
smells, sights, things you might touch or
taste—that come to mind when they
visualize an abandoned farmhouse
Chalk Talk
O At the end of the 30 seconds, you’re invited
to do a Chalk Talk, silently taking turns
writing a word on the board that describes
their images of an abandoned farmhouse.
O Then lead a short discussion of the Chalk
Talk to help consolidate thinking about this
image and formulate a group prediction for
the poem they are about to discuss.
Poetic Conventions
O Review these four poetic conventions:
figurative language, imagery, symbols, and
tone, eliciting definitions and examples from
students.
O Record the terms, definitions, and examples
on chart paper to be used as a reference
throughout the lesson. Clarify terms and
elaborate on examples as needed.
Figurative Language
Imagery
Symbols
Tone
Save the Last Word for Me
O We will be reading and then discussing the
poem using a strategy called Save the Last
Word for Me. You will be identifying lines that
create a particularly strong image or
response.
"Abandoned Farmhouse" by
Ted Kooser
O He was a big man, says the size of his shoes
on a pile of broken dishes by the house;
a tall man too, says the length of the bed
in an upstairs room;
Teacher Model
O This is how I would identify a powerful image
and a sensory response that resonated
strongly with me as I interpreted the four
lines.
O Here are the next four lines. Select a line
you think is easy to visualize in your head ro
one that provokes an emotional or sensory
response. On a piece of paper folded in half,
write the line on one side and a response to
it on the other side.
and a good, God-fearing man,
says the Bible with a broken back
on the floor below the window, dusty with sun;
but not a man for farming, say the fields
cluttered with boulders and the leaky barn.
Save the Last Word for Me
Example
O Four volunteers to show us how to do this.
O First person, share your line but not why you
picked it.
O Next person, share a response to the line.
Suggest that this might be a personal response,
an interpretation of what the line means, or the
type of figurative language the line uses.
O Everyone responds to the line except the person
who picked it, then this person tells why they
chose it.
Save the Last Word for Me
O One round is complete after all four people
have shared a line and why they chose it.
O You may share the same line; you will have
different responses to it. When this
happens, you can add to your response to
the line from earlier or repeat your original
response.
O Any questions?
O How did this help you understand the first
stanza of the poem?
Save the Last Word for Me
O Ask students to record as they read, on one side of
each card, a line or lines that generate a powerful
image or sensory response like you just modeled with
the line you selected.
O Ask students to note the stanza (2 or 3) where the line
is found. On the other side of each card, students
should write down why they selected that line and how
the author used figurative language, imagery, symbols,
or tone to make this image powerful.
O Each student should fill out two cards for each stanza.
Note that an image or reaction might be powerful
because of a personal response, but ask students to
also think about how the poet uses language to
provoke a response.
Save the Last Word for Me
O Complete one round for stanza 2 and one
round for stanza 3.
Group Quick Write
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Using the types of figurative language conventions listed on
the board or chart paper earlier in the lesson, the group
should discuss what type of language convention each
selected line represents. They should identify which lines are
examples of the four types of language convention. The note
taker should record the group consensus for what type of
language convention is associated with each selected line.
The group should discuss what they think is the gist of each
stanza—what the poet is trying to convey. The note taker
should record the group consensus for the gist of each
stanza.
The group should discuss what they think happened to the
family. The note taker should record the group’s conjecture
as to “what went wrong.”
Group Quick Write
O Make sure all your group’s names are on the
paper and turn in for a completion grade.
Answers will vary, there is not a right and
wrong (unless you’re using a term
incorrectly).
Poetry Project 1
O Select a poem or song (school appropriate) and
analyze the effects of the poet’s use of the
literary elements we discussed. Present
findings in a visual format (e.g., collage,
scrapbook page, original drawings) and provide
text evidence to support your analysis. Create a
short quiz that covers the terms you found in
your poem or song.
O Standard(s): E1.3A , E1.Fig19B ELPS.c.1H , ELPS
.c.2C , ELPS.c.2D , ELPS.c.2G , ELPS.c.2H , ELPS
.c.3C , ELPS.c.3D , ELPS.c.3F , ELPS.c.3H , ELPS.
c.3I , ELPS.c.4J , ELPS.c.4K
Project 1 Rubric
4
Student analyzes the effects of diction and imagery (e.g., controlling images,
figurative language, understatement, overstatement, irony, paradox) with no
errors utilizing text examples as details. The analysis is thorough with no
omissions.
3
Student provides a general analysis of the effects of diction and imagery (e.g.,
controlling images, figurative language, understatement, overstatement, irony,
paradox) in poetry; however, there are minor flaws or an inconsistent
application of text support.
2
Student attempts to analyze the effects of diction and imagery; however, there
are considerable flaws in some places and in other places accurate
identification and support. This response is likely rather vague.
1
There are too many errors and omissions in this vague, skeletal analysis to be
considered minimally sufficient.
0
Student does not attempt the task.
Poetry Project 2
O Use the writing process to compose an
original poem using a variety of poetic
techniques. Use effective speaking skills to
present your poem to the class or a small
group.
O Standard(s): E1.13A , E1.13B , E1.13C , E1.
13D , E1.14B , E1.25A ELPS.c.1C , ELPS.c.1
E , ELPS.c.1H , ELPS.c.4D , ELPS.c.4F , ELPS
.c.4G , ELPS.c.5B , ELPS.c.5C , ELPS.c.5E , E
LPS.c.5F , ELPS.c.5G
Poetry Project 2
Rubric(s)
Poetic Techniques
E1.14B
4
Student writes a poem using a variety of poetic techniques (structural elements,
figurative language) and variety of poetic forms (e.g., sonnets, ballads).
3
Student writes a poem mostly using a variety of poetic techniques (structural
elements, figurative language) and variety of poetic forms (e.g., sonnets,
ballads); however, there are minor flaws.
2
Student writes a poem somewhat using a variety of poetic techniques
(structural elements, figurative language) and variety of poetic forms (e.g.,
sonnets, ballads); however, there are considerable flaws.
1
Student does not write a poem using a variety of poetic techniques (structural
elements, figurative language) and variety of poetic forms (e.g., sonnets,
ballads).
0
Student does not attempt the task.
Writing process
(13a, 13b, 13c, 13d)
Poetry Project 2
4
Student presents a final product that demonstrates a thorough understanding of
the writing process providing evidence of effective strategies in each step. It is
obvious that the student can self-assess in order to revise and edit for a final
product.
3
Student presents a final product that demonstrates a general understanding of the
writing process. The evidence may be somewhat sketchy – with fewer drafts or little
significant change from one draft to another. One step of the writing process may
be less evidenced than the others (e.g. the prewriting may be a simple list of just 3
topics and little else.)
2
Student presents a final product that demonstrates a minimal understanding of the
writing process. There may be steps missing – or no evidence of the steps is
produced. The student may be able to explain how he revised or edited, but
explanations may be simplistic such as “I checked it over for mistakes and there
weren’t any” or “I read it over and it made sense to me” – in other words the
student failed to make substantive changes through the writing process, but did
address the process.
1
There is little to no evidence that the student can use the writing process. Steps are
missing and the final product is ineffective, so that it is evident that revising and
editing were not addressed.
0
Student does not attempt the task.
TEKS Guiding Question for
Stems Examples of STAAR
Stems from Poetry Passages
O E1.1B How does context help determine word meaning?
Which words from the poem best help the reader understand
the meaning of the word (word) in line #?
O E1.3 & Fig.19B What inferences and/or conclusions can be
drawn about the organization of a poem?
What is the most
likely reason the poet ends the first stanza after line #? What
inferences and/or conclusions can be drawn based on specific
details? Read the following lines from the poem. (Lines from
poem) By using this analogy, the poet emphasizes —
O E1.3A What poetic techniques did the author include to
emphasize meaning? Read these lines from the poem.
(Lines from poem) The poet uses these lines to emphasize the
importance of – Note: Lines from poem should contain a
poetic technique.
O E1.7 & Fig.19B How does sensory language contribute to
meaning? What does the poet mean by the lines
“(line/line)”?
For More Information:
Root Words
O http://www.tv411.org/vocabulary/understa
nding-how-words-work/roots-and-theirfamilies
O http://www.tv411.org/vocabulary/understa
nding-how-words-work/more-roots-and-theirfamilies