Robert Frost

Introduction to POETRY

Goals:
Students will understand and utilize literary elements to analyze poetry
Students will read a variety of poems
Students will apply a variety of reading strategies appropriate for reading poetry
 (Listening, Identifying the speaker, Reading according to poetic punctuation, Using picture and imagry)

Bell Ringers:
Identify the following terms by using context clues:
Tuesday:
The apples that I picked upon a BOUGH
A. Showing good judgement; wise and careful   B.Tree branch   C. Something that is plainly revealed  D. A shallow V-shaped container from which farm animals drink or eat

Wednesday:
The animals skimmed this morning from the drinking TROUGH
A. Showing good judgement; wise and careful   B.Tree branch   C. Something that is plainly revealed  D. A shallow V-shaped container from which farm animals drink or eat

Thursday:
Good manners and tolerance, which are the highest MANIFESTATION of style, can often transform disaster
A. Showing good judgement; wise and careful   B.Tree branch   C. Something that is plainly revealed  D. A shallow V-shaped container from which farm animals drink or eat

 Friday:
A JUDICIOUS response to a joke can disarm a rude person, removing the power to injure.
A. Showing good judgement; wise and careful   B.Tree branch   C. Something that is plainly revealed  D. A shallow V-shaped container from which farm animals drink or eat

Tuesday and Wednesday:
1. Students will be introduced to poetry terms
 A. Students will copy terms
 B. Teacher and Students will discuss terminology
 C. Students will apply terms in future readings

2. Students will review vocabulary unit 7
 (Packet and sentences are due)

Thursday:
2. Students will be introduced to Robert Frost: Introduction in text.  (PG.
Students will read two poems by frost
"After the Apple Picking" and "Mowing" pg.

 Terms: Tone, Rhythm, Rhyme scheme, Assonance, Consonance

2.Introduction:
 Let's talk about the phrase:
YOU REAP WHAT YOU SOW.

A. What does this mean?
Literal meaning:
 Figurative Meaning:

B. Discuss apple facts:
The US is one of the world's leading apple-producing countries.  Although Washington produces more apples than any other state, New England is home to many apple orchards as well.  This area is well suited to growing apples because of its cold winters.  While the fruit does not grow in the winter, the trees grow best in areas where the average temperature approaches or reaches freezing for at least two months every year.  The trees blossom in the lat spring, but apple growers do not begin harvesting fruit until late summer or early fall

3. Read the poems and analyze
4. Apply terms
5. Compare the two poems.
Discuss: Setting, Frost's style, structure, theme
6. Answer questions dealing with both poems
Friday:
Quiz:  Give students a copy of Frost's poem: "Two Tramps in Mud Time"
Have students analyze the poem.

Teacher and students will discuss the exam

Sybmolism Project

Monday and Tuesday:
Students will discuss and identify elements of symbolism
Students will review the story :"Masque of the Red Death"

Rubric
http://rubistar.4teachers.org/index.php?screen=CustomizeTemplatePrint&
http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=2260575&
Students will work on a symbolism project for the story
1. In groups students will make a blueprint of the castle (as it is described in the story)
2. Students will color each room and label and explain
3. Students will add extra symbolic elements: (include them in your drawing.  Label and explain)
A. The story itself
B. Prince Prospero
C. The Clock
D. The Band
E. The revelers
F. The Masqued figure
4. Once the blueprint is finished, students will indicate the meaning(s) of each symbol.  (Including each room)
Ex. In the blue room, list any possible symbols
Blue is calming. It can be strong and steadfast or light and friendly. Almost everyone likes some shade of the color blue. 
5. Please make a rough copy
6. Your final copy will be graded for completeness and neatness

Due: Tuesday at the end of the period

R11.B.1: Understand components within and between texts.

R11.B.2: Standard - 1.2.10.D: Analyze inferences and draw conclusions, citing textual support, based on an author’s explicit assumptions and beliefs about a subject.

Understand fiction appropriate to grade level.

R11.A.2: Understand nonfiction appropriate to grade level.

-Analyze inferences and draw conclusions based on text

-Analyze the effectiveness of figurative language

Masque of the Red Death

Bell Ringer:
Monday, 11/12-
1. After the sudden CESSATION of the car alarm, the silence seemed deep.
A.  exercising cautious judgement  B. Includes specific parts of an agreement   C. halt; stopping     D. rid of impurities or pollution     E. In spite of; however

Tuesday, 11/13
2. In the contract, he STIPULATES a May deadline.
A.  exercising cautious judgement  B. Includes specific parts of an agreement   C. halt; stopping     D. rid of impurities or pollution     E. In spite of; however

Wednesday, 11/14
3. It is not PURDENT to go out in the cold without a jacket.
A.  exercising cautious judgement  B. Includes specific parts of an agreement   C. halt; stopping     D. rid of impurities or pollution     E. In spite of; however

Thursday, 11/15
4. Using a filter, he PURIFIED the water
A.  exercising cautious judgement  B. Includes specific parts of an agreement   C. halt; stopping     D. rid of impurities or pollution     E. In spite of; however

Friday, 11/16
5. He expressed regret: NEVERTHELESS, the judge ruled harshly.
A.  exercising cautious judgement  B. Includes specific parts of an agreement   C. halt; stopping     D. rid of impurities or pollution     E. In spite of; however


Monday:
Goal: Students will learn to analyze the story "Masque of the Red Death"
Students will discuss and identify elements of symbolism
Students will review the story :"Masque of the Red Death"

In pairs, students will work on the Analysis worksheet for the story; and the Plot Structure worksheet

Tuesday:
Students will complete Vocab review lesson 1-6
Students will play a review game

Wednesday and Thursday:
Students will work on a symbolism project for the story
1. In groups students will make a blueprint of the castle (as it is described in the story)
2. Studetns will color each room
3. Students will add extra symbolic elements:
Prince Prospero
The Clock
The Band
The revelers
The Masqued figure
4. Once the blueprint is finished, students will indicate the meaning(s) of each symbol.  (Including each room)

5. Please make a rough copy
6. Your final copy will be graded for completeness and neatness

Friday:
Vocab Review Test

R11.B.1: Understand components within and between texts.

R11.B.2: Standard - 1.2.10.D: Analyze inferences and draw conclusions, citing textual support, based on an author’s explicit assumptions and beliefs about a subject.

Understand fiction appropriate to grade level.

R11.A.2: Understand nonfiction appropriate to grade level.

-Analyze inferences and draw conclusions based on text

-Analyze the effectiveness of figurative language

"Masque of the Red Death"

To make up for the hurricane days, there will be No Bell Ringers this week.

Students will be introduced to the story, "Masque of the Red Death"

Monday:
Goals:
Students will read about Edgar Allen Poe: Text pg. 339
1. Edgar Allen Poe
www.PHSchool.com (use web code: eqe 9210)

2. Students will discuss the Red Death: Text pg. 339
-Ring Around the Rosy: Ring around the Rosy? Yes, you read it right. Most all of us know this common nursery rhyme, but do you know where it originated? Ring around the Rosy is actually a song about the Black Plague that originated in England. It says, "Ring around the rosy" meaning the red, rosy rings that form around the sores when you are infected. "Pocket full of Posy" resembles the sweet-smelling herbs, called posies, that were placed in peoples' pockets because they thought that bad smells contracted disease. "Ashes, Ashes, we all fall down" is translated to be the massive amounts of death and cremation of bodies during the 14th century in Europe when the disease broke out. Not such a fun and friendly nursery rhyme anymore, is it?

-Facts about the Black Death- http://facts.randomhistory.com/2009/06/09_black-death.html

3.Students will learn about Symbolism-
Students will read page 338 in their text

- Symbols around us; In pairs, students should make a list of symbols encountered in everyday life...for example:  A green light tells you that it is your turn to go;  A red light tells you that it is your turn to stop;  A bell may signal the beginning of the school day 

Now it is your turn: List as many symbols as you can and indicate their meaning

 

Tuesday:

Students will go over Vocab Unit 6

 

Wednesday and Thursday- Students will read and take notes on "Masque of the Red Death" page 340

 

Friday: Students will Complete the follow up questions on page 348

All answers will be written in the notebook and discussed

 

Students will complete the Plot Structure Worksheet

 

R11.B.1: Understand components within and between texts.

R11.B.2: Standard - 1.2.10.D: Analyze inferences and draw conclusions, citing textual support, based on an author’s explicit assumptions and beliefs about a subject.

Understand fiction appropriate to grade level.

R11.A.2: Understand nonfiction appropriate to grade level.

-Analyze inferences and draw conclusions based on text

-Analyze the effectiveness of figurative language