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Poetry

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by

Rita Suleyman

on 28 May 2015

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Transcript of Poetry

May 2, 2014 Objectives
Students will learn TPFASTT as a method of analyzing poetry. They will apply this knowledge to "Egg Horror Poem"

H.W:
Using Egg Horror Poem as a model, write a 8-15 line poem using an extended example of personification. Please be prepared to share your poems Monday!
April 28, 2014 Objectives
Students will get a brief introduction to poetry

Students will practice their prior knowledge with a partner quick write.

H.W: None :-)
April 30, 2014 Objectives
Objectives May 8, 2014
May 5, 2014 Objectives
Students will watch performance poetry (also known as spoken word) to understand how performance and interpretation influence understanding.
Objectives May 7, 2014
Students will share their extended metaphor poem in order to grow comfortable as a writer.

Students will continue to practice TPFASTT with "My Papa's Waltz"

H.W Find a poem from Poetryfoundation.org to TPCASTT. Make sure that your poem is printed and annotated with at least 5 different types of poetic devices.

Poetry Unit
Anticipation Guide
Please answer questions 1-6 on your anticipation guide.
Partner Quick Write
Directions: Pick one of these items. Using vivid language, describe the item of your choice.
A pair of baby shoes
A torn photograph
A broken bottle
A guitar pick
A rusty hand saw
A “no smoking” sign
A pair of fishnet stockings
An oxygen tank
A partially deflated basketball
A fishing rod

"Introduction to Poetry"
Skim quickly through the poem and write your initial response by answering the questions below:
a. What words and images stand out to you?
b. What is your emotional reaction to the poem (e.g., surprise, dismay, anger)?




Read the poem a second time, this time more slowly and carefully, and take notes of the following items:
a. Figurative language (e.g., simile, metaphor, hyperbole) you encounter.
b. What do you think Collins is saying about the study of poetry? According to Collins, what is the real goal of reading poetry?
April 29, 2014 Objectives
Students share their partner quick writes in order to identify how vivid descriptions can alter the way ordinary items are viewed.

Students will master a poetic device by creating and presenting an original poster.

H.W:
Bring in song lyrics to your favorite song. Please make sure they are school appropriate!
Quick Write Share
As your peers are sharing their quick writes, please record your answer to the following questions:

1. Which piece was your favorite and why?
2. What makes a piece really effective in terms of being "vivid". Hint: Think of strategies...
3.Why might someone use vivid language to describe something as opposed to using language that's direct and matter-of-fact?
Poster Assignment
With a partner, you are going to create a poster for a designated poetic device. You will only have 12-15 minutes. Please use your time wisely!

Requirements:
Name of term written large as the title
Paraphrased definition
Original example
Image to represent the term


Accuracy of Definition/Example=5 pts
Aesthetic Effort=5 pts
Total= 10 pts

Students will continue to present their poetic devices.

Students will apply their knowledge of poetic devices to "Across the Universe" by the Beatles.

H.W:
Finish "Across the Universe" Analysis
Analyze your song choice by identifying at least 5 examples of poetic language and the meaning they create
.

The Beatles
1. Read the lyrics as you are listening to the song to get a basic understanding of the poem.







2. Read the poem for the second time and annotate the poem with the following symbols. Remember: you are not just using the symbols to annotate; you are stating why in the margins of the text.
*= Interesting point
?= Questions you might have
O= circle words you might not know and identify them

3. Read the poem for the last time and
identify 5 examples
of poetic language and devices.


2nd hour: Honors Ceremony

6th hour: Students will share their lyrics and analysis with the class.

H.W:
None :-)
May 1, 2014 Objectives
Students will share their extended example of personification poem in order to grow comfortable as a writer.

Students will continue to practice TPFASTT with "Hope" is a thing with feathers"

H.W:
Rewrite your extended example of personification if needed. Be sure to label your use of figurative language throughout your poem. Your original copy must be stapled to your
typed rewrite.

Students will share their analysis of "Hope" is a thing with feathers" by discussing figurative language used and the meaning it creates.

H.W
An extended metaphor is comparing two unlike things for an extended period of time (more than a couple lines). Often times, an author chooses to use an extended metaphor because
although the items are unlike on the surface, they have similar characteristics.
This allows the reader to make connections between the two items.

Using "Hope" is a thing with feathers", write a 10-20 line poem comparing yourself to something else. Please be prepared for peer editing tomorrow!
May 6, 2014 Objectives
We Be Cool
Spoken Poetry
As you are watching this clip, please answer the questions on your response sheet.
Directions: Rewrite the poem in poetic form considering line breaks and white space. Then consider how the poem should be best read aloud. Your group should consider when to pause, why, what words to stress and why. The group should also consider the poem’s effect on the audience.
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