Goal: Students will analyze poetry Students will interpret and make conclusions about the meanings and structure of the poems
Students will be introduced to different structures/ formats of poetry: sonnet, haiku
Monday
I. Bell Ringer - Define sonnet
II. Students will be briefly introduced to William Shakespeare
(1564-1616)
-Actor, theater owner, playwright and poet
-wrote 38 plays over twenty years
-Wrote many of his sonnets and poems during a time when theaters were closed in London
-The sonnet was the most popular form of poetry during his time
III. Students will Read "Shall I Compare Thee to a Summer's Day?"
(Page 6 packet; 868 in text)
(read once for meaning and once to hear Iambic Pentameter)
Terms: Metaphor; Rhyme Scheme of a SS Sonnet; Iambic Pentameter
1. As in a Shakespearean sonnet, The first 8 (Octet) lines present a problem or issue and the last 6 (Sestet) have a solution or outcome.
To what is the speaker comparing the subject of the poem?
2. What does the speaker say shall not fade?
3. What does the speaker say Death shall not do?
4. To whom is the poet speaking?
5. To what does "The eye of heaven" refer?
6. To what does the world THIS in the last line refer?
7. In comparison, does the beloved fare better or worse than a summer's day? Give a detail to support your opinion.
8. What makes the beloved immortal?
9. Find a metaphor
Sunday, December 21, 2014
Friday, December 19, 2014
Quotation Marks
Quotation Marks
Brought to you by the Purdue University Online Writing Lab
For additional information on quoting sources, see the Purdue OWL handout Quoting, Paraphrasing, and Summarizing. For practice using quotation marks, try the separate exercise (and check your answers with the Answer Key). For more information on writing research papers and citing sources, see our extensive research paper workshop.
--------------------------------------------------------------------------------
Quotation Marks with Direct and Indirect Quotations
Quoting Prose
Direct quotations are another person's exact words--either spoken or in print--incorporated into your own writing.
Use a set of quotation marks to enclose each direct quotation included in your writing.
Use a capital letter with the first word of a direct quotation of a whole sentence. Do not use a capital letter with the first word of a direct quotation of part of a sentence.
If the quotation is interrupted and then continues in your sentence, do not capitalize the second part of the quotation.
Mr. and Mrs. Allen, owners of a 300-acre farm, said, "We refuse to use that pesticide because it might pollute the nearby wells."
Mr. and Mrs. Allen stated that they "refuse to use that pesticide" because of possible water pollution.
"He likes to talk about football," she said, "especially when the Super Bowl is coming up."
Indirect quotations are not exact words but rather rephrasings or summaries of another person's words. Do not use quotation marks for indirect quotations.
According to their statement to the local papers, the Allens refuse to use pesticide because of potential water pollution.
Below are some further explanations and examples of how to integrate quoted prose into your own writing.
Quotation within a quotation
Use single quotation marks for a quotation enclosed inside another quotation. For example:
The agricultural reporter for the newspaper explained, "When I talked to the Allens last week, they said, 'We refuse to use that pesticide.' "
Omitted words in a quotation
If you leave words out of a quotation, use an ellipsis mark to indicate the omitted words. If you need to insert something within a quotation, use a pair of brackets to enclose the addition. For example:
full quotation
The welfare agency representative said, "We are unable to help every family that we'd like to help because we don't have the funds to do so."
omitted material with ellipsis
The welfare agency representative said, "We are unable to help every family . . . because we don't have the funds to do so."
added material with brackets
The welfare agency representative explained that they are "unable to help every family that [they would] like to help."
Block quotations
A quotation that extends more than four typed lines on a page should be indented one inch from the left margin (the equivalent of two half-inch paragraph indentations). Maintain double spacing as in the main text, and do not use quotation marks for the block quotation.
Quoting Poetry
Short quotations
When you quote a single line of poetry, write it like any other short quotation. Two lines can be run into your text with a slash mark to indicate the end of the first line. Use quotation marks.
In his poem "Mending Wall," Robert Frost writes: "Something there is that doesn't love a wall, / That sends the frozen-ground-swell under it."
Long quotations
If the quotation is three lines or longer, set it off like a block quotation (see above). Some writers prefer to set off two-line verse quotations also, for emphasis. Quote the poem line by line as it appears on the original page, and do not use quotation marks. Indent one inch from the left margin.
In his poem "Mending Wall," Robert Frost questions the building of barriers and walls:
Before I built a wall I'd ask to know
What I was walling in or walling out,
And to whom I was like to give offense.
Writing Dialogue
Write each person's spoken words, however brief, as a separate paragraph. Use commas to set off dialogue tags such as "she said" or "he explained." Closely related narrative prose can be included in a paragraph with dialogue. If one person's speech goes on for more than one paragraph, use quotation marks to open the speech and at the beginning--but not the end--of each new paragraph in the speech. To close the speech, use quotation marks at the end of the final paragraph.
Quotation Marks for Titles of Minor Works and Parts of Wholes
Use quotation marks for:
titles of short or minor works, such as songs, short stories, essays, short poems, one-act plays, and other literary works that are shorter than a three-act play or a complete book.
titles of parts of larger works, such as chapters in books; articles in newspapers, magazines, journals, or other periodical publications; and episodes of television and radio series.
Use underlining or italics for titles of major works or of works that contain smaller segments such as books; plays of three or more acts; newspapers, magazines, journals, or other periodical publications; films; and television and radio series.
Do not use quotation marks for referring to the Bible or other sacred texts or to legal documents.
Quotation Marks for Words
Use quotation marks to indicate words used ironically, with reservations, or in some unusual way.
The great march of "progress" has left millions impoverished and hungry.
For words used as words themselves or for technical or unfamiliar terms used for the first time (and defined), use italics.
The English word nuance comes from a Middle French word meaning "shades of color."
The use of chiasmus, or the inversion of syntactic elements in parallel phrases, can create rhetorically powerful expressions.
Punctuation with Quotation Marks
Use a comma to introduce a quotation after a standard dialogue tag, a brief introductory phrase, or a dependent clause, for example, "He asked," "She stated," "According to Bronson," or "As Shakespeare wrote." Use a colon to introduce a quotation after an independent clause.
As D. H. Nachas explains, "The gestures used for greeting others differ greatly from one culture to another."
D. H. Nachas explains cultural differences in greeting customs: "Touching is not a universal sign of greeting. While members of European cultures meet and shake hands as a gesture of greeting, members of Asian cultures bow to indicate respect."
Put commas and periods within closing quotation marks, except when a parenthetical reference follows the quotation.
He said, "I may forget your name, but I never remember a face."
History is stained with blood spilled in the name of "civilization."
Mullen, criticizing the apparent inaction, writes, "Donahue's policy was to do nothing" (27).
Put colons and semicolons outside closing quotation marks.
Williams described the experiment as "a definitive step forward"; other scientists disagreed.
Benedetto emphasizes three elements of what she calls her "Olympic journey": family support, personal commitment, and great coaching.
Put a dash, question mark, or exclamation point within closing quotation marks when the punctuation applies to the quotation itself and outside when it applies to the whole sentence.
Philip asked, "Do you need this book?"
Does Dr. Lim always say to her students, "You must work harder"?
Sharon shouted enthusiastically, "We won! We won!"
I can't believe you actually like that song, "If You Wanna Be My Lover"!
: Review the main points: See below
Go over examples in the workbook
Page 99- Ex 1 B and D
Page 102- Ex 3 A -J
Unnecessary Quotation Marks
Do not put quotation marks around the titles of your essays.
Do not use quotation marks for common nicknames, bits of humor, technical terms that readers are likely to know, and trite or well-known expressions.
You can practice these rules by doing the accompanying exercise.
http://owl.english.purdue.edu/handouts/grammar/g_quoteEX1.html
1. REVIEW:1. Use quotation marks to enclose titles of short works, such as short stories, essays, newspaper articles and magazine articles.
2. Use quotation marks to enclose unfamiliar slang and other unusual for original expressions
A once-popular expression was "zounds."
3. In dialogue: begin a new paragraph and use a new set of quotation marks every time the speaker changes:
"Are you going to the zoo?" I asked.
"Well," he said. "I want to take my children to the museum."
"Why?" I asked. "Tuesday is free admission day at the zoo."
"I will," he said, "join you at the zoo on Tuesday."
4. Said Whom?Is is Smith said or said Smith? That is a little wrinkle in the ways of attribution. Here is the solution:
If all the writer wants to do is tell ho said what, then the construction is "Smith said." For example:
I love journalism class," Smith said.
However, if the writer wants to tell a bit about Smith besides his or her name, you should state it this way:
I love journalism class," said Smith, whose mother is the journalism teacher.
Closure Activity:
Wednesday- RE- evaluate the quote you located in today's Times Leader
Thursday- What is the purpose of a direct quote in a newspaper
Friday- Why do we use partial, paraphrased and direct quotes?
Brought to you by the Purdue University Online Writing Lab
For additional information on quoting sources, see the Purdue OWL handout Quoting, Paraphrasing, and Summarizing. For practice using quotation marks, try the separate exercise (and check your answers with the Answer Key). For more information on writing research papers and citing sources, see our extensive research paper workshop.
--------------------------------------------------------------------------------
Quotation Marks with Direct and Indirect Quotations
Quoting Prose
Direct quotations are another person's exact words--either spoken or in print--incorporated into your own writing.
Use a set of quotation marks to enclose each direct quotation included in your writing.
Use a capital letter with the first word of a direct quotation of a whole sentence. Do not use a capital letter with the first word of a direct quotation of part of a sentence.
If the quotation is interrupted and then continues in your sentence, do not capitalize the second part of the quotation.
Mr. and Mrs. Allen, owners of a 300-acre farm, said, "We refuse to use that pesticide because it might pollute the nearby wells."
Mr. and Mrs. Allen stated that they "refuse to use that pesticide" because of possible water pollution.
"He likes to talk about football," she said, "especially when the Super Bowl is coming up."
Indirect quotations are not exact words but rather rephrasings or summaries of another person's words. Do not use quotation marks for indirect quotations.
According to their statement to the local papers, the Allens refuse to use pesticide because of potential water pollution.
Below are some further explanations and examples of how to integrate quoted prose into your own writing.
Quotation within a quotation
Use single quotation marks for a quotation enclosed inside another quotation. For example:
The agricultural reporter for the newspaper explained, "When I talked to the Allens last week, they said, 'We refuse to use that pesticide.' "
Omitted words in a quotation
If you leave words out of a quotation, use an ellipsis mark to indicate the omitted words. If you need to insert something within a quotation, use a pair of brackets to enclose the addition. For example:
full quotation
The welfare agency representative said, "We are unable to help every family that we'd like to help because we don't have the funds to do so."
omitted material with ellipsis
The welfare agency representative said, "We are unable to help every family . . . because we don't have the funds to do so."
added material with brackets
The welfare agency representative explained that they are "unable to help every family that [they would] like to help."
Block quotations
A quotation that extends more than four typed lines on a page should be indented one inch from the left margin (the equivalent of two half-inch paragraph indentations). Maintain double spacing as in the main text, and do not use quotation marks for the block quotation.
Quoting Poetry
Short quotations
When you quote a single line of poetry, write it like any other short quotation. Two lines can be run into your text with a slash mark to indicate the end of the first line. Use quotation marks.
In his poem "Mending Wall," Robert Frost writes: "Something there is that doesn't love a wall, / That sends the frozen-ground-swell under it."
Long quotations
If the quotation is three lines or longer, set it off like a block quotation (see above). Some writers prefer to set off two-line verse quotations also, for emphasis. Quote the poem line by line as it appears on the original page, and do not use quotation marks. Indent one inch from the left margin.
In his poem "Mending Wall," Robert Frost questions the building of barriers and walls:
Before I built a wall I'd ask to know
What I was walling in or walling out,
And to whom I was like to give offense.
Writing Dialogue
Write each person's spoken words, however brief, as a separate paragraph. Use commas to set off dialogue tags such as "she said" or "he explained." Closely related narrative prose can be included in a paragraph with dialogue. If one person's speech goes on for more than one paragraph, use quotation marks to open the speech and at the beginning--but not the end--of each new paragraph in the speech. To close the speech, use quotation marks at the end of the final paragraph.
Quotation Marks for Titles of Minor Works and Parts of Wholes
Use quotation marks for:
titles of short or minor works, such as songs, short stories, essays, short poems, one-act plays, and other literary works that are shorter than a three-act play or a complete book.
titles of parts of larger works, such as chapters in books; articles in newspapers, magazines, journals, or other periodical publications; and episodes of television and radio series.
Use underlining or italics for titles of major works or of works that contain smaller segments such as books; plays of three or more acts; newspapers, magazines, journals, or other periodical publications; films; and television and radio series.
Do not use quotation marks for referring to the Bible or other sacred texts or to legal documents.
Quotation Marks for Words
Use quotation marks to indicate words used ironically, with reservations, or in some unusual way.
The great march of "progress" has left millions impoverished and hungry.
For words used as words themselves or for technical or unfamiliar terms used for the first time (and defined), use italics.
The English word nuance comes from a Middle French word meaning "shades of color."
The use of chiasmus, or the inversion of syntactic elements in parallel phrases, can create rhetorically powerful expressions.
Punctuation with Quotation Marks
Use a comma to introduce a quotation after a standard dialogue tag, a brief introductory phrase, or a dependent clause, for example, "He asked," "She stated," "According to Bronson," or "As Shakespeare wrote." Use a colon to introduce a quotation after an independent clause.
As D. H. Nachas explains, "The gestures used for greeting others differ greatly from one culture to another."
D. H. Nachas explains cultural differences in greeting customs: "Touching is not a universal sign of greeting. While members of European cultures meet and shake hands as a gesture of greeting, members of Asian cultures bow to indicate respect."
Put commas and periods within closing quotation marks, except when a parenthetical reference follows the quotation.
He said, "I may forget your name, but I never remember a face."
History is stained with blood spilled in the name of "civilization."
Mullen, criticizing the apparent inaction, writes, "Donahue's policy was to do nothing" (27).
Put colons and semicolons outside closing quotation marks.
Williams described the experiment as "a definitive step forward"; other scientists disagreed.
Benedetto emphasizes three elements of what she calls her "Olympic journey": family support, personal commitment, and great coaching.
Put a dash, question mark, or exclamation point within closing quotation marks when the punctuation applies to the quotation itself and outside when it applies to the whole sentence.
Philip asked, "Do you need this book?"
Does Dr. Lim always say to her students, "You must work harder"?
Sharon shouted enthusiastically, "We won! We won!"
I can't believe you actually like that song, "If You Wanna Be My Lover"!
: Review the main points: See below
Go over examples in the workbook
Page 99- Ex 1 B and D
Page 102- Ex 3 A -J
Unnecessary Quotation Marks
Do not put quotation marks around the titles of your essays.
Do not use quotation marks for common nicknames, bits of humor, technical terms that readers are likely to know, and trite or well-known expressions.
You can practice these rules by doing the accompanying exercise.
http://owl.english.purdue.edu/handouts/grammar/g_quoteEX1.html
1. REVIEW:1. Use quotation marks to enclose titles of short works, such as short stories, essays, newspaper articles and magazine articles.
2. Use quotation marks to enclose unfamiliar slang and other unusual for original expressions
A once-popular expression was "zounds."
3. In dialogue: begin a new paragraph and use a new set of quotation marks every time the speaker changes:
"Are you going to the zoo?" I asked.
"Well," he said. "I want to take my children to the museum."
"Why?" I asked. "Tuesday is free admission day at the zoo."
"I will," he said, "join you at the zoo on Tuesday."
4. Said Whom?Is is Smith said or said Smith? That is a little wrinkle in the ways of attribution. Here is the solution:
If all the writer wants to do is tell ho said what, then the construction is "Smith said." For example:
I love journalism class," Smith said.
However, if the writer wants to tell a bit about Smith besides his or her name, you should state it this way:
I love journalism class," said Smith, whose mother is the journalism teacher.
Closure Activity:
Wednesday- RE- evaluate the quote you located in today's Times Leader
Thursday- What is the purpose of a direct quote in a newspaper
Friday- Why do we use partial, paraphrased and direct quotes?
"Metaphor" ;"The Wind Tapped"; "One Perfect Rose" and "To Satch"
"Metaphor" and "The Wind Tapped"
Goal: Students will analyze poetry
Students will interpret and make conclusions about the meanings and structure of the poems
Students will be introduced to different structures/ formats of poetry: sonnet, haiku
Terms: Figurative language, simile, metaphor, personification
Students will read two poems that contain imagery, metaphoric comparisons,
I. Bell Ringer; 1. Students will take a blank sheet of paper.
2. Since it is a new year,, students will indicate an aspect of their life that they would like to change or start over with the new year.
3. They will have 5 minutes to write, draw and declare on their blank sheet of paper.
4. As a class, we will discuss their outlooks for the new year.
II. Students will be introduced to Eve Merriam
-1916-1992 from NYC
-She was a poet, biographer, radio writer, fashion-magazine editor and teacher
- She said, "Poetry is the most immediate and richest form of communication."
III. Students will read the poem "Metaphor" by Eve Merriam
(Pg 668 in their text; page 5 in the packet)
1. Students will discuss imagery, personification and the overall metaphor discussed in the poem
IV. Students will read a selection by another author who is famous for her use of imagery: Emily Dickinson
Emily Dickinson
-Regarded as one of America's greatest poets
(1830- 1886) Amherst, Massachusetts
-As a young girl she was sociable, However, as she got older she became withdrawn and avoided all contact with strangers
-Recluse - lived with her family, rarely left her home, never married
-wrote 1,775 poems - only 7 were published during her lifetime.
1. Discuss the following scene: Imagine being home alone at night and it is very windy. What do you hear? What do you imagine?
- Students will read the poem (Pg 669 in text and pg 8 in the packet)
-Students will discuss imagery, personification and similies used in the poem
V. Compare and contrast the attitudes of the two authors
Goal: Students will analyze poetry
I. Brief intro to the author's of both poems
Dorothy Parker
(1893-1967)
-Grew up in NYC
-Fashion writer, drama critic and author.
-Published volumes of short stories and poems
-Sarcastic attitude For example, when she was told that President Calvin Coolidge, known for his poker face and rigid manner, had died, she replied, "How can they tell?"
Samuel Allen
(1917- present)
-Born in Columbus, Ohio
-Law degree from Harvard University
-Eventually concentrated in writing and became a college professor of African Literature
-His poem, "To Satch" is about Satchell Paige, Legendary black baseball pitcher -1948
-Satchell Paige once said, "How old would you be if you didn't know how old you are?" He had one of the longest professional baseball careers in history.
students will write a journal:
Pick one of the poems from our packet, and discuss how you or your life relates to it. Use specific examples from your life and the poem.
Turn your journal into www.turnitin.com
1 page minimum
11.A.2.4.1 Identify main ideas and supporting details from the text
11.B.2.1.1 Interpret personification, simile, metaphor, hyperbole, satire imagery, foreshadowing and irony
Students will interpret and make conclusions about the meanings and structure of the poems
Students will be introduced to different structures/ formats of poetry: sonnet, haiku
Terms: Figurative language, simile, metaphor, personification
Students will read two poems that contain imagery, metaphoric comparisons,
I. Bell Ringer; 1. Students will take a blank sheet of paper.
2. Since it is a new year,, students will indicate an aspect of their life that they would like to change or start over with the new year.
3. They will have 5 minutes to write, draw and declare on their blank sheet of paper.
4. As a class, we will discuss their outlooks for the new year.
II. Students will be introduced to Eve Merriam
-1916-1992 from NYC
-She was a poet, biographer, radio writer, fashion-magazine editor and teacher
- She said, "Poetry is the most immediate and richest form of communication."
III. Students will read the poem "Metaphor" by Eve Merriam
(Pg 668 in their text; page 5 in the packet)
1. Students will discuss imagery, personification and the overall metaphor discussed in the poem
IV. Students will read a selection by another author who is famous for her use of imagery: Emily Dickinson
Emily Dickinson
-Regarded as one of America's greatest poets
(1830- 1886) Amherst, Massachusetts
-As a young girl she was sociable, However, as she got older she became withdrawn and avoided all contact with strangers
-Recluse - lived with her family, rarely left her home, never married
-wrote 1,775 poems - only 7 were published during her lifetime.
1. Discuss the following scene: Imagine being home alone at night and it is very windy. What do you hear? What do you imagine?
- Students will read the poem (Pg 669 in text and pg 8 in the packet)
-Students will discuss imagery, personification and similies used in the poem
V. Compare and contrast the attitudes of the two authors
Goal: Students will analyze poetry
I. Brief intro to the author's of both poems
Dorothy Parker
(1893-1967)
-Grew up in NYC
-Fashion writer, drama critic and author.
-Published volumes of short stories and poems
-Sarcastic attitude For example, when she was told that President Calvin Coolidge, known for his poker face and rigid manner, had died, she replied, "How can they tell?"
Samuel Allen
(1917- present)
-Born in Columbus, Ohio
-Law degree from Harvard University
-Eventually concentrated in writing and became a college professor of African Literature
-His poem, "To Satch" is about Satchell Paige, Legendary black baseball pitcher -1948
-Satchell Paige once said, "How old would you be if you didn't know how old you are?" He had one of the longest professional baseball careers in history.
students will write a journal:
Pick one of the poems from our packet, and discuss how you or your life relates to it. Use specific examples from your life and the poem.
Turn your journal into www.turnitin.com
1 page minimum
11.A.2.4.1 Identify main ideas and supporting details from the text
11.B.2.1.1 Interpret personification, simile, metaphor, hyperbole, satire imagery, foreshadowing and irony
Tuesday, December 16, 2014
Haiku Poetry
Haiku Poems
Goal: Students will analyze poetry Students will interpret and make conclusions about the meanings and structure of the poems
Students will be introduced to different structures/ formats of poetry: sonnet, haiku
Bell Ringer:
What is a Haiku
Students will be introduced to different structures/ formats of poetry: sonnet, haiku
Bell Ringer:
What is a Haiku
IV. The Haiku
Meet the Authors:
Basho- Most famous of the Japanese haiku poets.
-Believed that a poet must express the essential nature of an object
Issa- Favorite haiku poet
-led a life of hardship and personal loss
-Lived in poverty
-All children died in infancy
-His young wives died during his lifetime
-Found strength in small creatures and insects (Creatures whose lives are fleeting and appear overwhelmed by the elements)
The Haiku
-Can be read from line 1-3 and line 3-1
-The Camillia Flower
- Sumida River
-Discuss structure
-Students will Read BASHO and ISSA
(page 6 in packet)
1. What simple/ natural elements do these poets describe?
2. A haiku can make us see two things at the same time. What two things do we see in these works?
3. What does Basho describe in his haiku?
4. What small creatures does Issa write about in his haiku
5. A haiku can make us see two things at the same time. What two things do we see in Issa's poem?
-Believed that a poet must express the essential nature of an object
Issa- Favorite haiku poet
-led a life of hardship and personal loss
-Lived in poverty
-All children died in infancy
-His young wives died during his lifetime
-Found strength in small creatures and insects (Creatures whose lives are fleeting and appear overwhelmed by the elements)
The Haiku
-Can be read from line 1-3 and line 3-1
-Discuss structure
-Students will Read BASHO and ISSA
(page 6 in packet)
1. What simple/ natural elements do these poets describe?
2. A haiku can make us see two things at the same time. What two things do we see in these works?
3. What does Basho describe in his haiku?
4. What small creatures does Issa write about in his haiku
5. A haiku can make us see two things at the same time. What two things do we see in Issa's poem?
11.A.2.4.1 Identify main ideas and supporting details from the text
11.B.2.1.1 Interpret personification, simile, metaphor, hyperbole, satire imagery, foreshadowing and irony
Monday, December 15, 2014
Rudyard Kipling: Danny Deever
Narrative Poetry
Goal: Students will read, comprehend, and interpret poetry
Students will relate poems to personal connections
Students will identify the speaker in the poem
Students will recognize elements of narrative poetry
Bell Ringer: Explain the following statement: One's immediate actions may result in immediate consequences.
Introduction to Rudyard Kipling:
Rudyard Kipling - 1865-1936
Most famous work: The Jungle Book
Born in India to English Parents.
Spoke Hindustani and English as a child
Went to England for formal education
At the age of 18, he returned to India as a journalist
Many of his first poems appeared in newspapers
In 1907, he became the first English author to win the Nobel Prize for Literature
1. Students will read the poem pg 851 in the packet
2. Students will discuss How the passage has narrative and dramatic elements of poetry
Terms:
Narrative poem- Tells a story and is usually longer than other types of poems.
-Like a story, a narrrative poem has one or more charaters, a setting, a conflict and a series of events that come to a conclusion
-Most narrative poems are divided into stanzas --- groups of lines that have the same pattern, rhythm and rhyme
Dramatic Poetry-
Poetry where one or more characters speak
Uses the words of one or more characters to directly convey what is happening
- Dramatic poetry creates the illusion that the reader is actually witnessing a dramatic event
Questions:
A. How would you feel if you were in the regiment about to watch the hanging of a friend?
B. What might lead someone like Danny Deever to make a choice that he must have known would result in execution?
C. Describe the setting in Danny Deever
D. Of the two speakers, which has prior experience with military executions?
E. Why is Danny being executed?
F. What does Files-on-Parade mean when he says "I've drunk 'is beer a score o' times?"
G. Compare and contrast the two speakers
H. "Bitter cold" - CS excuse for the soldiers hard breathing
""A touch o' sun" - CS excuse for a fainting in the ranks
Are these excuses believable? What really accounts for the physical problems of the men?
Tuesday-
"To Satch" and "One Perfect Rose"
Vocabulary Lesson Due
11.A.2.4.1 Identify main ideas and supporting details from the text
11.B.2.1.1 Interpret speakerr, hyperbole, satire imagery, foreshadowing and irony
Students will relate poems to personal connections
Students will identify the speaker in the poem
Students will recognize elements of narrative poetry
Bell Ringer: Explain the following statement: One's immediate actions may result in immediate consequences.
Introduction to Rudyard Kipling:
Rudyard Kipling - 1865-1936
Most famous work: The Jungle Book
Born in India to English Parents.
Spoke Hindustani and English as a child
Went to England for formal education
At the age of 18, he returned to India as a journalist
Many of his first poems appeared in newspapers
In 1907, he became the first English author to win the Nobel Prize for Literature
1. Students will read the poem pg 851 in the packet
2. Students will discuss How the passage has narrative and dramatic elements of poetry
Terms:
Narrative poem- Tells a story and is usually longer than other types of poems.
-Like a story, a narrrative poem has one or more charaters, a setting, a conflict and a series of events that come to a conclusion
-Most narrative poems are divided into stanzas --- groups of lines that have the same pattern, rhythm and rhyme
Dramatic Poetry-
Poetry where one or more characters speak
Uses the words of one or more characters to directly convey what is happening
- Dramatic poetry creates the illusion that the reader is actually witnessing a dramatic event
Questions:
A. How would you feel if you were in the regiment about to watch the hanging of a friend?
B. What might lead someone like Danny Deever to make a choice that he must have known would result in execution?
C. Describe the setting in Danny Deever
D. Of the two speakers, which has prior experience with military executions?
E. Why is Danny being executed?
F. What does Files-on-Parade mean when he says "I've drunk 'is beer a score o' times?"
G. Compare and contrast the two speakers
H. "Bitter cold" - CS excuse for the soldiers hard breathing
""A touch o' sun" - CS excuse for a fainting in the ranks
Are these excuses believable? What really accounts for the physical problems of the men?
Tuesday-
"To Satch" and "One Perfect Rose"
Vocabulary Lesson Due
11.A.2.4.1 Identify main ideas and supporting details from the text
11.B.2.1.1 Interpret speakerr, hyperbole, satire imagery, foreshadowing and irony
Monday, December 1, 2014
Intro to Poetry
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 imagery)
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
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 imagery)
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
Wednesday/ Thursday:
2. Students will be introduced to Robert Frost: Introduction in text.
go to www.PHSchool.com
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Click on Robert Frost
Students will read two poems by frost
"After the Apple Picking" and "Mowing"
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.
Quiz: Give students a copy of Frost's poem: "Two Tramps in Mud Time"
Have students analyze the poem.
Tuesday: What is the difference between a simile and a metaphor
Wednesday: What is the rhyme scheme of "Mowing"?
Thursday: Find 2 lines of Personification in one of Frost's Poems
Friday: Test no closure
Friday, 12/5 Short Story Unit Test
Monday, 12/8: Poetry Terms Test
Teacher and students will discuss the exam
Teacher and students will discuss the exam
CC.1.3.11-12.G: Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text.
Sunday, November 30, 2014
Poetry Terms
Poetry Terms
Poetry- a type of literature that uses very
concise (very brief; using few words), musical, and emotionally charged words.
Poetic
Language:
- Figurative
Language-not the
literal meaning; interpreted imaginatively
- Simile-comparison between two unlike things using like or as
It rained like cats and
dogs.
- Metaphor- comparison between two things
without using like or as; one thing is spoken of as being another
Death is a long sleep
- Personification- giving objects human qualities
or characteristics
The moon sighed; The
trees danced
- Hyperbole- Extreme exaggeration
A nose the size of a
house
- Imagery- use of vivid language to create
word pictures for the reader. Uses sensory language appealing to smell,
taste, feel, sound, sight.
- Symbol- something that has a meaning
and also represents or stands for something else.
- Devices-
- Alliteration- repetition of the first sound
of several words. Example: “start
their silent swinging”
- Onomatopoeia-use of words to imitate actual sounds. Example: “bang, tap, swish”
- Assonance-repetition of similar vowel
sounds. Example: “deep, beneath, dreamless”;
At, Ask
- Consonance- repetition of similar
consonant sounds at end of accented syllables. Example: “spurt of a lighted match”;
Will-Wall
- Repetition
– repeating a
word
- Rhyme
– repetition of
sounds at the end of words
i. End
rhyme- rhyming words
at ends of lines
ii. Internal
rhyme- rhyming words
are within the line
Rhyme:
A.
Rhyme Scheme- A regular rhyming pattern of words
in a poem (Usually found at the end of the lines)
Mary
had a little lamb A
Its
fleece was white as snow B
Everywhere
that Mary went, C
The
lamb was sure to go B
B.
Rhyme Scheme of a Shakespearean Sonnet:
A,B,A,B C,D,C,D= the first 8 lines (an OCTET)
E,F,E,F
= The last 6 lines are a SESTET
G,G=
RHYMING COUPLET
C.
Couplet- A pair of consecutive rhyming lines
Rhythm:
- Rhythm- the pattern of stressed and
unstressed syllables or beats in the lines
- Meter- the rhythmical pattern of a
poem. This pattern is determined by the number and types of stresses, or beats,
in each line.
- Foot-
each group of stressed and unstressed
syllables in a line.
- Lines are described in terms of
the number of feet that occur in them
- Monometer-1 foot
- Dimeter-2 feet
- Trimeter-3 feet
- Pentameter- 5 feet
Poetic Structures:
1. Refrain- phrase or word that his repeated
regularly in a poem
2. Stanza- groups of lines that form units in a poem (like a
paragraph)
- Blank
verse- poetry
written in unrhymed iambic pentameter.
When I / see birch/ es
bend/ to left/ and right
Across/ the lines/ of straight/ er dark/ er trees
Iambic pentameter- Lines
of poetry with 5 Iambic feet; each with one unstressed followed by one stressed
syllable (see example above)
- Free
verse-verse not
written in formal rhythmical pattern
Types of Poetry:
- Ballad- a poem intended to be sung;
tells a story
- Haiku-
three line verse
form; (Japanese Poem)
first
line has five syllables,
second
line has seven syllables
Third
line has five syllables.
A
haiku tries to convey a single vivid emotion with images from nature.
- Lyric
poetry- poetry
expressing the observations and feelings of a single speaker. Never tells
full story; zeroes in on an experience or creates and explores a single
effect.
(Lyrics- Also words of a song)
- Narrative- type of poem that tells a story.
- Sonnet-
fourteen-line lyric poem, usually written
in rhymed iambic pentameter.
(Most common:
Shakespearean sonnet; Elizabethan sonnet)
- Concrete
Poetry- A poem with a shape that suggest it’s subject
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