English I (Literacy), Jordan HS
1. Introduce students to poetry terms and forms as used on the EOC
2. Practice identifying poetic devices in poems and songs
3. Relate poetry to personal interest in music
Day 1 – * ½
Transition from Romeo and Juliet / Alliteration, Sonnets
(Read my self-observation on this lesson)
1. Students will access prior knowledge about Romeo and Juliet.
2. Students will be able to identify sonnets.
3. Students will identify rhyme schemes.
4. Students will identify alliteration.
Materials: Poetry in Song Lyrics Assignment, Sonnet Worksheet, Data projector (optional), Markers
1) Collect Reading Logs
2) Wordskills (15 min)
Transition: Ask students what they know about poetry. List responses on board.
3) Sonnets / Rhyme scheme (30 min)
- Project prologue to Romeo and Juliet on dry-erase board. Ask students what the poem is; where they’ve seen it before. Tell them this is a sonnet, a form poem that Shakespeare incorporated into plays as well as writing on the side.
- Pass out worksheet and markers.
- Ask students to help define what a sonnet is: How many lines are there? 14. A sonnet is a 14-line poem (Create flashcard).
- Rhyme Scheme. Ask students, what is rhyme? Elicit examples. Ask, where in each line does a poem usually rhyme? The end.
4) Identify rhyme scheme and alliteration: Modeling and Guided Practice (30 min)
- Prologue to Romeo and Juliet – on board
- Pass out worksheet
- Read prologue aloud
- Highlight rhyme on board and on worksheet
- Draw lines to separate stanzas
- Give names for stanzas (what’s four in Spanish? what do you call 2 people who are dating?)
- Find alliteration – read first stanza to them slowly
- Go over sounds and what sounds mean – make the face that you use to make the sound and look at each other
4) Independent highlighting of alliteration and rhyme scheme on back of WS (Sonnet 130)
HW: Finish Sonnet 130
Day 2 (November 17) – ** ½
Sound Terminology, Meter, and Metaphor in “Dreams” by Langston Hughes
(See a TPAI evaluation of this lesson)
1. Students will reinforce material learned in previous class.
2. Students will identify assonance.
3. Students will identify metaphors and similes.
4. Students will create flashcards to help review for test.
Materials: “Dreams” worksheet, markers, index cards.
1) Wordskills (15 min)
2) Ask students to write down the song and artist they choose for lyrics project (may want to do this at the beginning of class for 15 minutes in order to let students print out their own lyrics, after which teacher should collect lyrics to screen them; any lyrics not approved can be discussed with student the next day before the workday). Notify students that they will have time on Wednesday to work on this project.
3) Go over homework (Sonnet 130) and collect. (30 min)
- Elicit author and form of poem; ask what makes a sonnet? 14 lines
- Ask students what they put for first question about topic A lady, someone the author loves? If students don’t know, reassure them and move on
- Read poem aloud, slowly and with an ironic tone to convey the author’s sense of humor. Students should laugh at some parts if well read. Stop after each description to define words and ask students what characteristics we learn about the woman. For instance, after line 1 ask, “What color do you think her eyes are? Are they like the sun or not? What is the sun like?” Continue with each description.
- After line 12 announce that at this point in most sonnet the poet will stop and reflect on the big picture. This is what he has to say; (read)
- Ask students what we know about the woman. Ugly, dark-skinned, frizzy-haired, bad breath, dark eyes, but he loves her.
- Why does the poet like her? Because she’s different / rare.
- Ask students to volunteer answers to numbers 1 and 2 on worksheet.
- Ask for rhyme scheme and how it compares to Prologue.
- Ask for 3 examples of alliteration.
4) Hand out “Dreams” worksheet and Markers (30 min)
- Teacher introduces that we will learn new terms (on top of worksheet)
- Teacher asks what students think is the difference between poetry and prose? Lines. Each poem broken up into lines with a certain number of beats in them. Meter is how the beats are arranged. Be sure students know rhyme is not the difference. Write on board “sentence : prose :: line : poem”
- Ask students what they know about Langston Hughes, whose poem we will look at: Black, wrote during Harlem Renaissance in 20’s, from Durham, great American poet, wrote about civil rights and what it means to be black in America.
- Teacher reads poem aloud to students. Next, teacher selects a volunteer to read the poem and asks all students to join in the line “Hold fast to dreams.”
- Teacher asks students to complete numbers 1 – 4 individually to see how much they recall from the last class.
- After a few minutes, review 1-4.
- Next, introduce meter. Ask students what a syllable is. Then ask a volunteer to count out how many syllables are in line one. Tell students this is meter. Continue with a different volunteer through each line. Students should write the pattern of syllables for # 5.
- Introduce assonance.
5) Hand out Flashcards / Review (15 min)
- Tell students they will be making flashcards for all the terms they use, since questions on EOC will use this terminology
- Announce Quiz on Wednesday (Multiple choice, 10 questions)
- Elicit from students the terms learned in last class; as students list terms, teacher writes them on board and tells student to write the term on the front of a notecard. Teacher asks students to write both a definition and an example on the back of the notecard
- Assonance (repetition of vowel sounds – frozen with snow; Hobo Joe shows me the ropes), alliteration (repetition of first sound in word – Ms. Garvoille gives grand gifts – your name, verb, noun)
- rhyme scheme (the pattern of how the end of each line rhymes: abab, cdcd, etc.),
- meter, (the pattern that the beats in each line form; how many beats are in each line)
- metaphor, (A = B, comparing two things without using like or as, “life is a broken-winged bird”)
- simile (A is like B, comparing two things using like or as, “as black as the night,” “you look like a wreck!”)
- sonnet (a 14-line poem)
Introduction to Lyrics Project
1) Wordskills (30 min)
2) Finish making flashcards (35 min)
3) Discuss Quiz format (5 min)
4) Introduce Lyrics Project and Assign Presentation Dates (20 min)
- In order to see how poetry exists in the music students listen to every day, in order for students to understand how much they already understand of poetic devices, in order to fully appreciate the words students sing along with, they will analyze a song, which is, traditionally, a form of poetry.
- Students will each choose a song they like (with lyrics), get lyrics approved by teacher, write 1 page about the poetic devices in one verse of the song, and then present their paper to the class after we listen to the song together. Students should all present within a stretch of 2-3 days. Assign students presentation dates alphabetically or in some other involuntary manner. Present due dates for written material. Notify students we will take class time to complete this project. This will count as a quiz grade.
- Homework for next class: go to the library and print off the lyrics of the song you choose.
HW: Study for Quiz tomorrow
Workday for Independent Reading Papers
1) Collect any homework (Sonnet 130, Dreams)
2) Poetry Quiz
4) Independent Reading Paper
Put on board this outline:
¶ 1 Why you chose this novel
¶ 2 Summarize the novel’s plot
¶ 3 Would you recommend this book. Why or why not?
¶ 4 How do the characters evolve throughout the novel?
¶ 5 Describe the literary elements of the novel, including: theme, setting, conflicts, mood, character development, figurative language (imagery, similes, metaphors, alliteration, etc.)
Workday for Lyrics Project
1) Wordskills (15 min)
2) Independent work on Lyrics Project (75 min)
- Prep for Review on Thursday by giving at least 5 students (2nd and 3rd combined) poems to write large on posters
- If needed, send students to media center to print lyrics or completed papers.
Day 6 (November 21)
Materials: index cards, markers, poetic forms worksheet, poem examples, envelopes with different poetic forms written on outside taped to board (lyric, dramatic, narrative, sonnet, ode, epic, ballad)
1) Consonance, Onomatopoeia, and Poetic Forms – Flashcards and Worksheet (45 min)
- Repetition of consonant sounds (not at the beginning of a word)
- All mammals named Sam are clammy
- a word or a grouping of words that imitates the sound it is describing
- “bang” “oink” “swish” “click”
- a poem that is usually short, first person, expresses personal feelings or intimate emotions (not a story)
- may or may not be set to music
- chorus: from Greek, a group of people who would comment on the action
- lyric: the individual speaking
- Addresses a thing or person not present
- Tells a story
- Long narrative
- Heroic deeds
- Impacts the world
- Exciting story told in song
- Fairies, witches, ghosts, lovers, quarrels.
2) Poem sorting: (45 min)
- Teacher gives each student a stack of poems. Students use worksheet and flashcards to categorize poems and put them in the appropriate envelopes. Students may work together if they get stuck.
- After 20 minutes, teacher gives each student an envelope to evaluate. Student reads the “why” from each student and determine whether the poem is correctly placed.
- Formative evaluation: reinforce points students missed.
- Odyssey – Epic
- To Tomatoes – Ode
- Soup – Ode
- Morning – Ode
- Annabel Lee – Ballad
- Sixpence – Ballad
- Romeo and Juliet – Dramatic
- I Know Why the Caged Bird Sings – Lyric
3) Announce test date and format
HW: All students must present poetry projects tomorrow.
After class: Prepare for poetry presentations by collecting all student music.
Lyric Project Presentations and Test Review Activity
1. Students will understand the basics of comma usage
2. Students will be ready for poetry test
3. Students will connect personal knowledge of music to poetry
Materials: All student music ready to play, student lyric packet, test review worksheet, poems written onto large pieces of paper taped to various walls, pack of markers (lt. green, dk. green, lt. blue, dk. blue, orange, red, yellow, black, pink, brown) at each poem, cut up direction slips in cup at each poem, timer, envelopes at each station.
1) Grammar – Intro to Commas – 1st page of packet (30 min)
2) Presentations (20 min)
- Ensure students follow along in lyrics packet, taking notes during each presentation.
3) Review Flashcards (5 min)
4) Review for Test Activity (30 min)
- Explain that students will each start at one station. Then they will draw the directions out of the cup and add one mark to the poem. When they are done with the directions, students can put them in the envelope under the poem. Students will have 2 minutes at each station to complete the directions and record what they added on their worksheet. When the timer goes off, students will move to the station to their right and repeat. If students have questions, they should raise their hands.
- Teacher must be very alert during this activity to all student questions.
Circle one example of alliteration…
Underline one example of assonance…
Label the rhyme scheme at the end of each line in black using letters…
Label all the stanzas in red along the left-hand side of the poem. Your choices are: couplet (2 lines), tercet (3 lines), quatrain (4 lines), sestet (5 lines).
Squiggly underline one example of imagery in pink. To the side of the poem, write to which sense it appeals: taste, touch, sight, sound, or smell.
- Students list on their worksheet as they cycle around the room:
Term / Example you circled or underlined in quotes / Poem Title
HW: Study for test tomorrow
1) Multiple-Choice Test
2) Independent Reading