Copy of Unit 2- Poetry

Structure

Turn & Talk

about a dream or goal of yours. How would you feel if you were never able to achieve it?

deferred (adj.)- set aside

fester (v.)- to become infected

What happens to a dream deferred?

Does it dry up

like a raisin in the sun?

Or fester like a sore -

And then run?

Does it stink like rotten meat?

Or crust and sugar over -

like a syrupy sweet?

Maybe it just sags

like a heavy load.

Or does it explode?

Share out what you wrote about saying one thing and meaning another

Notes for 10/12:

One person will aim at a star.

For another, a hilltop is too far.

What is our background knowledge about stars?

What does is mean if someone is reaching for the stars?

Reaching for the stars means that you have big goals and dreams, and try to do more that your capable of.

So the poet is saying that some people have big goals and try their hardest to reach them, but others won't even try a simple task that is in front of them like climbing a hill.

Before we read:

Look at the structure:

What jumps out about the structure or look of this poem?

Before we read:

Look at the poem, what do we notice about the lines, stanzas, and rhyme/rhyme scheme?

In the first two lines, the poet most likely means:

a. The speaker does not like history

b. People have not been telling the truth about the speaker

c. The speaker likes lemons and dancing

d. The speaker likes to write about history

Share out what you wrote about someone who is very successful

• Look at "The Quiet Evenings Here"
• Use whiteboards to answer mulitple choice questions

Take out the poem in your folder

Let's get ready to ANALYZE

Write your name on your poem:

1. Look at the structure of the poem

2. Identify Sound Elements of the poem

3. Notice important words and language

4. Make inferences to explain meaning

5. Make connections between the sound elements and the meaning behind the poem

How does the imagery used in "Daybreak in Alabama" help us better understand an important idea in the poem?

How does the imagery used in "Daybreak in Alabama" help us better understand an important idea in the poem?

What words did you use to describe how you feel about school?

the speaker’s attitude towards his/her subject.

Words and Language choice help us figure out the tone of a poem.

Tone is described with “feeling” words

• Work with a partner / in groups to answer "Introduction to Poetry" BCR

• Use your graphic organziers from yesterday

• Label your answer with 1, 2 and 3

How do you feel when you see the words "Good Effort" or "You can do Better?"

Yea I'm out that Brooklyn,

now I'm down in TriBeCa

right next to Deniro,

but I'll be hood forever

I'm the new Sinatra,

and... since I made it here

I can make it anywhere,

In New York,

concrete jungle where dreams are made of

There's nothin' you can't do

Now you're in New York

These streets will make you feel brand new

Big lights will inspire you

Let's hear it for New York, New York, New York

NYC is a huge place where people go to get their big break, or become famous. This song is paying a tribute to the the different neighborhoods (Bedford, Brooklyn, TriBeca, Harlem) in the city, as well as referring to a lot of the famous people who are associated with NYC (DiNero, Sinatra). It also notes NYC's famous landmarks and sports teams. All of these assciations are larger than life, and help to create an insprirational and nostalgic mood for the reader. The reader is remembering all of the famous things that make NY great, and inspire people to go there in the first place. It is a place where dreams can come true.

Number from 1-6 on your paper

Ms. SNOWDON & Mr. RUSSO

TE + BK = I

HUMANITIES Grade 8

You can do it!

This is important

Inferring

Turn & Talk

What do we gain from reading a lot?

Silent Sustained Reading/Self Selected Reaidng

Once you take you seat

Warm Up=

SSR=

This is Important!

A Warm Up is on the board - Complete it in your notebook

After you finish your warm up, begin reading

Vocabulary, Grammar, or Open Response

• Read quietly until the timer goes off
• We will play light instrumental music in the background
• Jot down inner conversation on your reading log
• You may only abondon a book once per quarter
• Choose a book that's "Just Right"

“I already explained it to you twice!” she cried out in exasperation.

What do you think exasperation means? Explain or highlight key words.

Turn & Talk

What are some ways to decide if a book is a good fit for you?

Our Class Library

Entering/Leaving

• Treat the books with respect & care - they need to last
• If returning books to a shelf, place back neatly

1)

2)

• Books organized by reading level (Lexile)
• Your selected book will go in group's ziploc bag

• Have your Student Notebook and your agenda books
• Get your FOLDER
• Librarian gets Team Books
• Everyone Begins Warm-Up
• Finish Warm-up and begin Independent Reading

Leaving

• Clean up your area (garbage, belongings)
• Put all work in your FOLDERS
• We will line you up once you are ready
• Turn your Folder as you come up to line
• We will escort you to the next class

Entering

Explicit Instruction = I do, We do, You do

Pull-Up=

Turn

and Talk=

When we are learning something new, or have to show you how to do something, everyone will come up to the front of the classroom

Turn and Talk is a great way to share what we're thinking . . .

TURN

We will give you a topic or question to talk about

Your will to someone next to you

Then about the topic or questions

Then they will respond with their thoughts

Why?

TALK

It is easier to stay focused.

We will be practicing together and talking with different people.

It gives us a chance to move around

Accountable Talk

Active Listening

+

• On Topic
• Everyone Contributes

• Listening
• Processing
• Responding

Practice =

How did you feel about the First day of School?

Raise Your Hand

Writer's

Workshop

Cold Calling=

We need your attention -

You need to:

To ask a question ...

To answer a question ...

To make a comment ...

When you need help ...

• Stop Talking
• Raise your hand
• Focus your attention on us

L

E

T

'S

Practice!

Everyone say the SMARTEST thing you can think of . . .

Raise your Hand!

We will determine who says something in the smartest way.

One Hand Up

Everyone talk to the person to their right . . .

When the signal goes up, follow the appropriate steps for refocusing.

Station Expectations:

Stations:

Movement:

Only when you are told to move, Stay at your station, or Raise your hand, Move between stations QUIETLY

READING

Quick Write

Stations=

Vocabulary

Great Job/Off Task

On Task:

Computers

Focus on the work (independent or group), Good Effort

Research

Independent

Work Station

Monitor:

Smart Board

Your Own Behavior,

Get your work Done

Come in and get working

Not taking learning seriously

DON'T

talking

You want to be HERE

You want to be HERE

Great Job!

Off Task

We will be writing all year.

Work with your best effort

not working up to potential

Sometimes we will work to write formal essays, and other times we will have a shorter "Quick Write" questions That will require three things:

OFF TASK

•Verbal Reminder

•Student Conference

•Parent Contact

•Guidance Notification

•Behavior Plan

Quick Write=

GREAT JOB

•Falcon Bucks

•Positive Phone Call

•Note to Parent

•Prize Box

•Homework Pass

Example:

I think that it is very important for the teacher to have rules, since we have rules as students. Teachers should be prepared and ready for class. I don't like a teacher that yells or makes fun of me either. I think it is important for a teacher to be fair above all, adn to be helpful when I have a problem or don't understand something Teachers should be responsible to show their Falcon PRIDE.

+

Text Evidence

An opinion about the answer

An argument to support your opinion

and why your text evidence is relevant

We cover elements of grammar we will to make us all better writers

Speak to one of us on the way in

Absences

Find your work in your folder

(There will be work in there)

Ask someone at your table for notes from the days missed

When you are absent . . .

Complete the daily warm-up

INSTRUCTION

PROCEDURES

There will be group roles each time

Copy notes into your notebook/binder

Sometimes Groups will be assigned

Facilitator Writer Timekeeper Presenters(2) Illustrator

(sometimes)

Group Teams=

sometimes not

If there is still time, begin reading, or conference with a teacher

Hold each other

ACCOUNTABLE

Sometimes groups

will be moving between stations

use you rubric

Mr. Russo

Writer

5 (awesome)

5 (this guy is great!)

Fill in each column for every member of your group

You are your group

IT's OK

Don't Do it

Getting Up

G

E

T

Up!

When the one of the teachers is instructing the class

During SSR

In the middle of a worktime or a station.

When it is for class

During transitions between stations

When you're working in groups

When you're feeling tired.

Literature Circle=

Grading=

Bathroom

Class Time is IMPORTANT

5 Minute Drills=

• School policy is two bathroom passes per clas, per quarter

• No passes the first or last 15 minutes of the mod

• We will be keeping track.

Raise your hand like this

When You need to go

Wait for one of us to come over

We will have written homework 2 times per week

Tuesday and Thursdays

HW=

Every Night . . .

This is due the NEXT DAY

D

O

Y

O

U

R

B

E

S

T

D

O

Y

O

U

R

B

E

S

T

CLASS JOBS:

We Need YOU

• Read for 30 Minutes
• Read what you like to read
• Fill out the Home Reading Log
• Get it signed by your parents every week

HW

Assigned

Placed in

FOLDER

Classroom Jobs

(completed)

DO YOUR BEST

Librarian: hands out & collects SSR books

Timekeeper: makes sure group can finish in time

Note-taker: takes great class notes for absent students

Materials Manager: in charge of supplies & group cleanliness

Group Leader: keeps everyone on task and involved

Fill in an application!

DAY 1

100%

SUCCESS

LEARNING

Language & Inferring

Big Idea: What is the poet trying to say?

What words did the poet use to express his/her message?

Warm-Up:

ideas

A+

DAY 3

Scholars will be able to infer a poem's meaning by analyzing language and word choice.

Point to your partner

SHARE:

Objective:

Monitor your Inner Voice

Bring this with you and a paper for notes when you pull-up

Give an example of someone who has become very successful and/or accomplished their dreams. What did he or she do to become so successful?

Think - Write - Share:

SSR:

We won't give up on you

Tell about what you read in your own words.

Summarize

and

Synthesize

Objective:

Lesson:

Reader's Response:

Back to your seats:

Work Period:

Get out notebook paper & a pen

We Real Cool

by: Common

by Gwendolyn Brooks

It all started with a dream,

I wanted to be Run–D.M.C

The Lord put the blessing upon the MC

That's when I knew my flows would overflow to the rim

Red carpet magic, taking pictures with the president

Total for health care, my music is the medicine

My name holds weight, I am never hesitant

Different state resident, this is hood elegance

Ohh, in the sky we'll find the light

Ohh, until high we'll shine at night

Now we in the skies, blue skies

And we going higher, that's right

DAY 1

Common had big musical aspirations

Common has become successful and accomplished

TE + BK = I

Old school hip hop, important to history of music

Accomplished people get to meet the president

TE + BK = I

He wanted to be Run-D.M.C.

Blue Sky

He's "taking pictures with the president"

The Pool Players.

Seven at the Golden Shovel.

We real cool. We

Left school. We

Lurk late. We

Strike straight. We

Sing sin. We

Thin gin. We

Jazz June. We

Die soon.

Stanza 2:

“We real cool. We Left school. We lurk late.”

Think-Write-Share:

What is your background knowledge about kids who drop out of school or stay out late? What can you infer about the speakers of the poem?

Stanzas 3-4:

“We sing sin. We thin gin. We Jazz June. We die soon.”

Review & Writing Poetry

Think-Write-Share: What do the speakers mean by “sing sin?” Why might they die soon?

Warm-Up:

Work Period:

DAY 2

Lesson:

What can we

infer about the

speakers of the poem?

Independent Work:

SSR:

1 - Nobody likes them and they

don't care

2 - They think they're great but live

a dangerous lifestyle

3 - They are depressed and want

to kill themselves

Monitor your Inner Voice

Activate & Connect

Try to make a connection to your own experiences or something that you’ve read or seen.

Reader's Response:

Objective:

How would you describe the speakers of the poem? Use text evidence and background knowledge to explain your answer.

1) Scholars will infer meaning from poetry by analyzing language and structure.

2) Scholars will create their own poems utilizing elements of figurative language and structure.

Objective:

Quick Write

What inference can you make about the personality of the poem’s speakers?

A) They are calm and quiet

B) They are excitable and loud

C) They are shy and scared

D) They are always happy

Closing:

What kind of activity would the speaker enjoy most?

A) Listening to a clock

B) Going to the movies

C) Going to a rock concert

D) Reading by a fireplace

Work Period:

According to the speaker, what kind of person would most likely enjoy a speedway?

A) Someone who likes quiet activities

B) Someone who enjoys the outdoors

C) Someone who is energetic and loud

D) Someone who is bored and lonely

Back to your seats:

• No talking
• Try your best

Get out notebook paper & a pen

Lesson:

Warm-Up:

Independent Work:

Poetry Writing Stations

Where would the speakers choose to spend most of their time?

A) At the movies

B) At the speedway

C) At the mall

D) At their own home

DAY 1

Running out of Time

Something You're Passionate About

According to the speaker, what kind of person would most likely enjoy a speedway?

A) Someone who likes quiet activities

B) Someone who enjoys the outdoors

C) Someone who is energetic and loud

D) Someone who is bored and lonely

What kind of activity would the speaker enjoy most?

A) Listening to a clock

B) Going to the movies

C) Going to a rock concert

D) Reading by a fireplace

Where would the speakers choose to spend most of their time?

A) At the movies

B) At the speedway

C) At the mall

D) At their own home

What inference can you make about the personality of the poem’s speakers?

A) They are calm and quiet

B) They are excitable and loud

C) They are shy and scared

D) They are always happy

2)

1)

This poem should be written in tercets

That means three-line stanzas

The last line should be a refrain

The topic: something you're passionate about

Something that you love and work hard for

The last line should be a refrain

It could be music, sports, food, anything

The last line should be a refrain

start with a four line stanza

this is just an example

of what it will look like

do not copy my example

then go down to just three lines

in the next stanza so that it

looks something like this

your third stanza will be

only two lines (called a couplet)

last stanza is one

4)

3)

Monitor your Inner Voice

Work Period:

Objective:

by: Paul Fleishman

Gallery Walk: One minute at each station to decide which one you want to write

Lesson:

Closing:

Independent Work:

Some folks go to movies

funshots, chases, screams of fear

we've never been that kind of folks.

Grandma rockin'

clock tick-tockin'

we'd rather stay right here

Some folks love the speedway

roarin' engines

grindin' gears

we've never been that kind of folks

we'd rather stay right here.

Sister hummin'

Grandpa strummin'

we'd rather stay right here.

We've just always been the sort who like the tranquil

soothing

peaceful

quiet evenings here.

The Quiet Evenings Here

Something That Makes You Mad

Pros and Cons About School

This poem will be like "Still I Rise"

Each stanza should be four lines long

It might be challenging to use rhymes

But will end up more like a song

You have to write about something you hate

Something that really gets you mad

Something that always gets you "guh"

Maybe it's racism, maybe just a pop-up ad

This poem will be in couplets

Which means two line stanzas

It should be about school - pros on one line

and things you dislike on the second line

It doesn't have to rhyme

But if you want to, go ahead

Try to write at least

Five stanzas with longer lines

Work Period:

How would you describe the speakers of the poem? Use text evidence and background knowledge to explain your answer.

Any volunteers that want to share their work?

Poetry Reading!

Lesson:

Quick Write

Independent Work:

Closing:

Lit Analysis

Closing:

Meter

Stanzas

Lines

Rhyme

DAY 1

Welcome to Poetry

SSR:

Take a second to talk with a partner about what you wrote down.

We’re going to ask you what your partner said, so be sure to listen carefully.

Turn and Talk:

Big idea: How do we create images with words?

World

Text

Warm Up:

Objective:

Text

MAKING CONNECTIONS

Get your Books and beginning reading

While you are reading today

focus on

Think-Write-Share:

Take 3 minutes to write everything you know about poetry. (Let’s see who can get most things down)

When your done, we will be pulling up to the front of the room.

Scholars will use various poetic elements to create poems that describe images.

Self

Onomatopoeia

POETRY

Structure

& Sound

1.

Lesson:

3.

Take a minute to look at this image.

Try to remember everything you can.

Turn it into a Poem

2.

Write down or list some phrases and words that help describe your picture:

THEN

Colors

Shade of Blue

THEN

the Town

The Sky

FIRST

Great dance of color those shades of blue,

as sky and hill and town all share,

wind-blown highlight

that swirls in the night.

Dark and ominous in the forergound

church, castle, or other steapled staple

not touched by the light

as the small town below,

not touched by the night

as the small town below.

And pearls of light dance a dance in the night,

still, but twinkle as the moon smiles down

sleepy and dreaming in the quiet of the town.

I do:

Smiling

Swirling

Dancing

pearls of light

Huge black castle?

Peaceful

sleeping

small town

in the background

Wind

-Blown

twinkling

stars

4.

COMPARE:

Great dance of color those shades of blue,

as sky and hill and town all share,

wind-blown highlight

that swirls in the night.

Dark and ominous in the forergound

church, castle, or other steapled staple

not touched by the light

as the small town below,

not touched by the night

as the small town below.

And pearls of light dance a dance in the night,

still, but twinkle as the moon smiles down

sleepy and dreaming in the quiet of the town.

Work Period:

How Many Elements of Poetry did you have?

Did you remember some once you saw them?

Where some new for you?

Turn and Talk:

UNIT 2

POETRY

• put a check on your paper next to any poetic element mentioned
• let's see who has the most checks at the end

Let's look at the Unit together:

Form groups of 3-4 people

If you chose . . .

Turn to page 601

Choose one of the images on the page, and describe

as many different ways as possible

Go this way

Color - Feeling - Picture

We do:

Take your Work!

-Work to create a group poem that best describes the image.

-Complete it on chart paper

-Place you initials next to the line that you are contributing to.

Go this way

3 mins.

Choose an image from the internet, a magazine, or a photo album.

Write a poem that describes the picture.

HW:

Gallery Walk:

Stand at your poem

Take 2 minutes to look at each poem

Rotate to your left.

Which poem best describes its image?

If there was no image, would the poem help you to see it in your mind?

Focus Questions:

Which poem best describes its image?

If there was no image, would the poem help you to see it in your mind?

Closing:

Rhyme Scheme

DAY 1

Structure

Big idea: Why did the author choose to use rhymes, stanzas, lines, and repetition that way?

BIG IDEAS

We will analyze the author’s use of structural features in order to determine author’s intention.

Objective:

Lesson:

Turn & Talk

Predict using the title "People Equal" - what will the poem be about?

Get your SSR book & begin reading silenetly

Warm-Up:

alliteration

by James Barry

Some people shoot up tall.

Some hardly leave the ground at all.

yet—people equal. Equal.

One person will aim at a star.

For another, a hilltop is too far.

yet—people equal. Equal.

Some people get on with their show.

Others never get on the go.

yet—people equal. Equal.

People Equal

The way a poem is organized, looking at:

• lines & stanzas
• refrain: a line or phrase that is repeated in a poem
• rhyme scheme: a pattern of rhyming

One person will aim at a star. A

For another, a hilltop is too far. A

yet—people equal. Equal. B

Use the Steps with "Mating Season"

assonance

by Langston Hughes

Harlem (a Dream Deferred)

Step 1- Look at the title & make a prediction

Step 2- Read the poem

Step 3- Make inferences about the meaning

Step 4- What do you notice about the

structure (lines, stanzas, rhyming,

and/or repetition?)

Step 5- Explain why you think the author

chose that structure: how does it

connect to the meaning?

Work Period:

DAY 2

Painting with Words

Ex - A fork and spoon, ice cream and cake, peanut butter and jelly, ball and glove, etc.

SWAG

Theme & Style

Write a two-line stanza couplet poem between two objects that have a relationship.

DAY 1

Structure and Language

Homework:

Big Idea: What is the poet trying to say?

How can we tell what a poem means?

Sound Elements

In the poem "Mating Season," why does Gary Soto structure his poem in 2 line stanzas (couplets)?

Scholars will be able to determine a poem’s meaning by analyzing language and word choice.

• I think this means:

• My own example:

Point to your partner

SHARE:

Guess the Sound Element

Alliteration

Big Idea: What are sound elements? How and why do poets use them?

Objective:

Exit Ticket:

Scholars will examine and articulate the differences between elements of sound used in poetry.

Bring this with you and a paper for notes when you pull-up

Lesson:

Have you ever said something but meant something else?

What are some examples of times we do not say what we mean?

Think - Write - Share:

SSR:

Tell about what you read in your own words.

Language that Changes the usual meaing of words

-Connotation-

Language Choice

Summarize

and

Synthesize

Literal vs. Figurative

Reader's Response:

Title:

Objective:

Words that mean exactly what they say

-Denotation-

How do we decide when a poet is using literal or figurative language?

=

DAY 3

TE + BK = I

Lesson:

+

Back to your seats:

SSR:

Make a Connection using your Background Knowledge.

Activate and Connect

You need a copy of "Mating Season"

Your Notebook and a Pen

Reader's Response:

Assonance

repetition of VOWEL sounds in a series of words.

Fleet feet sweep by sleeping geese

Lines 1-11:

Repetition

repeating a word, phrase or whole line within a poem

One person will aim at a star.

For another, a hilltop is too far.

I looked upon the rotting sea,

And drew my eyes away;

I looked upon the rotting deck,

And there the dead men lay.

Monitor your Inner Voice

Based on word choice, what do we notice in the first 11 lines?

What differences are there between what “She said” and what “He said”?

Sound Elements

To the End:

Warm-Up:

Compare what the girl is saying and how the boy is responding to her?

What do we notice about his responses?

Still I Rise

literal images

Couplets:

Two lined Stanzas

She said . . .

He said . . .

"Mating Season Quick Write"

Example:

Last Stanza:

Quick Write

by Maya Angelou

What did you think of the song? What sound element was used most? What did the artist use it for?

Turn & Talk

What can we say about the structure of the poem?

Why did Gary Soto choose to write in couplets?

How does that relate to the meaning of the poem?

Alliteration

repetition of beginning sounds in a series of words.

Stanza 1:

Objective:

The Raven

The sweet smell of success

You may write me down in history

With your bitter, twisted lies,

You may trod me in the very dirt

But still, like dust, I'll rise.

Does my sassiness upset you?

Why are you beset with gloom?

'Cause I walk like I've got oil wells

Pumping in my living room.

Just like moons and like suns,

With the certainty of tides,

Just like hopes springing high,

Still I'll rise.

Did you want to see me broken?

Bowed head and lowered eyes?

Shoulders falling down like teardrops.

Weakened by my soulful cries.

Does my haughtiness offend you?

Don't you take it awful hard

'Cause I laugh like I've got gold mines

Diggin' in my own back yard.

You may shoot me with your words,

You may cut me with your eyes,

You may kill me with your hatefulness,

But still, like air, I'll rise.

Onomatopoeia

List words or phrases jump out at you as important.

What is your Background Knowledge about these words.

Words that sound like the noises they name.

Structure:

-4 line Stanzas

-abcb Rhyme Scheme

Write a poem that is structured with 2 line stanzas (couplets). Compare two things that are related somehow.

by: Edgar Allan Poe

Stanza 2:

Cause I walk like I’ve got oil wells

Pumping in my living room.

Work Period:

HW:

What is your BK about countries that have a lot of oil?

Cause I walk like I’ve got oil wells

Pumping in my living room.

Stanza 3:

These lines most likely mean that:

a. The speaker has a messy living room

b. The speaker walks funny

c. The speaker acts like she is rich and important even if she is not

d. The speaker loves the smell of oil in the morning.

Once upon a midnight dreary, while I pondered weak and weary,

Over many a quaint and curious volume of forgotten lore,

While I nodded, nearly napping, suddenly there came a tapping,

As of some one gently rapping, rapping at my chamber door.

`'Tis some visitor,' I muttered, `tapping at my chamber door -

Only this, and nothing more.'

Find the important words and comparisons:

What do all the comparisons have in common?

Independent work:

Think - Write - Share:

Why does the speaker compare herself to the moon, sun, and tides?

1. The speaker is beaten down and tired, lived a hard life. The shoulders bear the burden of tearful memories.

2. Haughtiness - the speaker is acting snobby, like she's rich

3. d. - the speaker will rise no matter what people say or do

4. QW: The first three lines all talk about assaulting the speaker by cutting, shooting, or killing. She remain like air, and bullets or knives just pass through air. So even though people are acting hateful towards her, she continues to rise above their actions.

• List three examples of sound elements found here
• What feeling do you think the author is trying to create?

Work Period:

DAY 2

3. An important idea in the last stanza is:

a. The speaker hates everybody

b. The speaker wants to be shot, cut, and killed

c. The speaker likes to be made fun of.

d. The speaker will not be offended by what people say or do to her.

Closing:

Work Period:

What do the first three lines have in common?

What happens if you try to shoot, kill, or cut, air?

Why is the poet comparing herself to air in this stanza?

4. Still I Rise - QW

Review:

Lesson:

2. If she laughs like she has gold mines in her back yard, what do you think the word “haughtiness” means?

Monitor your Inner Voice

Did you want to see me broken?

Bowed head and lowered eyes?

Shoulders falling down like teardrops.

Weakened by my soulful cries.

Does my haughtiness offend you?

Don't you take it awful hard

'Cause I laugh like I've got gold mines

Diggin' in my own back yard.

You may shoot me with your words,

You may cut me with your eyes,

You may kill me with your hatefulness,

But still, like air, I'll rise.

Vocab practice

(on power point)

Warm-Up:

1. Summarize these lines using your own words.

Shoulders falling down like teardrops.

Weakened by my soulful cries.

DAY 2

Let's Look at the last 3 Stanzas:

FAST

testing

Independent Work:

Objective:

Sound Elements

Big Question: Why does the poet include these sound elements in the poem? How do they add to the meaning of the poem?

UNIT 2

DAY 1

Independent Work:

Scholars will be able to examine and explain a poet’s use of sound elements.

Objective:

Work Period:

Lesson:

personification

Monitor your Inner Voice

Lesson:

SSR:

Record and questions you have.

Focus on Think Questions that deepen your understanding.

The assonance and rhyme used with the "i" sound in "thin gin" and "sing sin," help create a jazzy rhythm in the poem. This feeling mimics the jazzy quality depicted in the setting of the poem. It adds the feeling of “coolness” which the speakers of the poem are trying to show. The repetition of the word "We" at the end of the lines also places an emphasis on the speakers of the poem, and the fact that they are talking about themselves. It's almost as if they are trying to convince the readers that they are as cool as they say.

Warm-Up:

Questioning

by Gwendolyn Brooks

Analysis

1. Look at the structure of the poem

2. Identify Sound Elements of the poem

3. Notice important words and language

4. Make inferences to explain meaning

5. Make connections between the sound elements and the meaning behind the poem

Reader's Response:

We Real Cool

The Pool Players.

Seven at the Golden Shovel.

We real cool. We

Left school. We

Lurk late. We

Strike straight. We

Sing sin. We

Thin gin. We

Jazz June. We

Die soon.

Sound Elements

Objective:

They are on Purpose

Teach me how to dougie . . .

.

What did you think of the song? What sound element was used most? What did the artist use it for?

Turn & Talk

Closing:

(you can write on this poem)

Alliteration

The sweet smell of success

Onomatopoeia

Assonance

Fleet feet sweep by sleeping geese

Repetition

I looked upon the rotting sea,

And drew my eyes away;

I looked upon the rotting deck,

And there the dead men lay.

Analysis

What can you say about the lines? stanzas? rhyme shceme?

Underline any

Alliteration

Assonance

Repetition

Onomatopoeia

Independent Work:

Circle

important words/

phrases,

example of

FIGURATIVE

LANGUAGE

Work Period:

TE + BK = I

Work Period:

What is the poet saying?

What are the important ideas?

Lesson:

Why does it sound that way?

How does the use of sound contribute to the meaning and/or style of the poem?

Write this on the bottom or back of your poem.

Write the Poem Title

Number 1-5 for each Criteria of sucess

Rate each criteira: Met or Not Met

Rate the presentation: 1-5 (5 is the best)

Answer the question:

How does the sound contribute to the poem's style or meaning?

idioms

Class will grade the presentations using the Criteria for Success

Share Out:

For each Group:

Go through the 5 steps with your group

Each person must present one step to the class

Use the Smart Board to teach your poem

Follow the Criteria for success (on your table)

Closing:

All the people with the same poem get together

Find your Group:

Independent Work:

Tone, Setting & Mood

Figurative Language & Imagery

Closing:

simile

DAY 3

Mood and Setting

DAY 4

SSR:

verb: To call up or produce

Point to your partner

SHARE:

Inference Skills

Big Question: What emotion is the poet trying to evoke in the reader?

Use your B. K. to make an inference about what is going to happen in your book or how the book might apply to your life

Think–Write-Share:

1. When Mr. Russo writes “Good Effort” on your work, how does that make you feel? What about when he writes “You Can do Better?”

2. As the first quarter ends, make a list of things you did right, and things that you want to change in the second quarter.

Bring this, the Tone Word Bank, and a paper for notes when we Pull Up

Objective:

Grades:

Homework:

Effort:

Respect:

House Keeping:

You know our expectations

LIVE UP TO THEM - RISE TO THE CHALLANGE

15%=A 30%=B 25%=C

18%=D 12%=E

Incomplete HW Killed most people with D and E's

We will not grade anything more than 2 weeks late

It goes down one grade for each week

The effort during instruction and work period needs to increase. Fooling around needs to decrease

To the teachers and each other needs to improve.

Worry about yourself, not about joning or bullying.

Mood and Setting

Scholars will be able to identify the mood of a poem, and describe how word choice and setting contribute to mood.

DAY 1

SSR:

DAY 2

metaphor

verb: To call up or produce

DAY 1

"Winter Garden"

and

"Spring Garden"

FOLDER:

Take out:

Activate

and

Connect

Big Question: What emotion is the poet trying to evoke in the reader?

Connect to something you've alrady read or seen, something you know about, or something you've experienced.

Let's Practice

Objective:

Tone

Scholars will be able to identify the mood of a poem, and describe how word choice and setting contribute to mood.

Lesson:

Writing a tone BCR

DAY 2

The mood is best described as:

a.

b.

c.

d.

Imagery

exciting

fearful

desperate

humorous

It's close to midnight

something evil's lurkin' from the dark

under moonlight

You see a sight that almost stops your heart

You try to scream

But terror takes the sound before you make it

You start to freeze

As terror looks you right between your eyes

You're paralyzed

1

FOCUS:

The mood is best described as:

a.

b.

c.

d.

"Thriller" - Michael Jackson

lethargic

candid

optimistic

melancholy

SSR:

I WANDERED lonely as a cloud

That floats on high o'er vales and hills,

When all at once I saw a crowd,

A host, of golden daffodils;

Beside the lake, beneath the trees,

Fluttering and dancing in the breeze.

2

DAY 1

Warm-Up:

"I wandered lonely as a cloud"

- William Wordsworth

While you watch this video, think about the lyrics of the song, and how Jay Z uses NY to create a mood.

Point to your partner

SHARE:

SSR:

Think–Write-Share:

Big Idea: What is the speaker’s attitude or feeling towards the subject?

Who are you Sharing With?

SHARE:

How did you describe this image?

Point to your Partner:

Look at you Index Cards

"The Raven" - Edgar Allen Poe

Activate

and

Connect

Work Period:

How do you feel about school?

What words would you use to describe your feelings?

Bring this, the Tone Word Bank, and a paper for notes when we Pull Up

Try to make a connection to your own experiences or something that you’ve read or seen.

Imagery

Warm-Up:

Objective:

Once upon a midnight dreary, while I pondered, weak and weary,

Over many a quaint and curious volume of forgotten lore,

While I nodded, nearly napping, suddenly there came a tapping,

As of someone gently rapping, rapping at my chamber door.

" 'Tis some visitor," I muttered, "tapping at my chamber door;

Only this, and nothing more."

3

Class Map

Activate

and

Connect

What mood is created in these lines?

Which line is LEAST helpful in understanding the setting?

a.

b.

c.

d.

Big Idea: What is the speaker’s attitude or feeling towards the subject?

Big Question: How do the images in the poem help us understand the meaning?

Acceptable answers:

"Once upon a midnight dreary"

"While I nodded nearly napping"

"gently rapping, rapping at my chamber door"

"Only this, and nothing more"

urgent

anxious

excited determined

Nostalgic?

Try to make a connection to your own experiences or something that you’ve read or seen.

His palms are sweaty, knees weak,

arms are heavy

There's vomit on his sweater already,

mom's spaghetti

He's nervous, but on the surface

he looks calm and ready to drop bombs,

Lesson:

Objective:

Scholars will be able to analyze a poem to explain the speaker’s TONE (how the speaker feels about the subject in a poem).

4

refrain

(at the board)

Inspirational?

"Lose Yourself" - Eminem

MOOD and SETTING

Figurative Language

MOOD:

Scholars will be able to analyze and explain an author’s use of imagery in a poem.

Describe this image.

What do you SEE?

Think-Write-Share

Objective:

SMART Board

Scholars will be able to analyze and explain the speaker’s tone in a poem using text evidence

Warm-Up:

Bring your answer and a paper for notes to Pull-Up

Droning a drowsy syncopated tune,

Rocking back and forth to a mellow croon, I heard a Negro play.

Down on Lenox Avenue the other night

By the pale dull pallor of an old gas light

He did a lazy sway . . .

He did a lazy sway . . .

To the tune o' those Weary Blues.

Record and questions you have.

Focus on Think Questions that deepen your understanding.

Library

SSR

Reader's Response -

5

The setting in these lines help to create a mood that is . . .

You may shoot me with your words,

You may cut me with your eyes,

You may kill me with your hatefulness,

But still, like air, I'll rise.

relaxed

lethargic

calm

sympathetic

"The Weary Blues"

- Langston Hughes

Mood: The feeling that the author wants to create for the reader.

Setting: The time and location where a poem or story takes place.

Imagery, Sound Elements, and Figurative Language can help us determine the mood of a poem.

The Setting purposely creates a mood in a poem or story.

Big Question: How do the images in the poem help us understand the meaning?

6

Write out an answer as I do

Write down 2 mood words created by these lines

Let's look at the BCR:

"Still I Rise"

- Maya Angelou

Work Period:

What words did you use to describe how you feel about school?

SHARE:

Sink

Point to your partner

NOTES:

Objective:

Scholars will be able to analyze and explain an author’s use of imagery in a poem.

Big Question: What does the poet ACTUALLY mean?

Warm-Up:

Pull Up with your Index card and your BCR Paper

Record and questions you have.

Focus on Think Questions that deepen your understanding.

In lines 12-16:

Lesson:

Reader's Response -

SSR

Lesson:

Read through the poems:

What is the speaker's attitude about the way most people read poetry?

Lesson:

down

in the corner

my book and i

traveling

over the project

walls

so the world

is more than this

elevator

stuck between

floors again

and home

is a corner

where i crouch

safe

reading waiting

to start moving

up

Scholars will be able to analyze figurative language to determine a poem’s meaning

Objective:

Fill in the blank with an animal that would fit the description:

• She’s as sneaky as a ________
• He’s loud like a _________
• She moves as slowly as a _________

Look at the last two stanzas of "Introduction to Poetry." What is the speaker's attitude about the way most people read poetry? Use text evidence from the poem to support your answer.

Think - Write - Share

The Elevator

Reader's Response: write one thing you learned (a fact, something new about a character, etc.)

Explanation

SSR

Work Period:

-Mark them up to help you determine what the mood is. (Consider the imagery and setting)

-Decide on a mood word

-Explain your thinking

Tone Words

Explanation

T. E.

Use you notes on Mood and Setting

The Elevator

Back to your seats

and Make this Chart:

How does the speaker feel that poetry should be read?

Tone Words

What is this asking us to do? What do we need to have a good answer?

T. E.

... the reader hear, smell, touch, or picture the scene

... the author create an experience for you, so you can

connect to the meaning of the poem better

down

in the corner

my book and i

traveling

over the project

walls

so the world

is more than this

elevator

stuck between

floors again

and home

is a corner

where i crouch

safe

reading waiting

to start moving

up

Imagery helps...

“Ham N’ Eggs”

POSTER

Criteria for Success:

Lesson:

Langston Hughes uses the colorful sights and smells of nature - morning dew, a field of daisies, the scent of pine needles - to paint a picture of how all these different things exist beautifully together in nature. He uses this pleasant imagery to show how nice it would be if people of all races (like the "white people black people" he mentions) would live together in harmony. Different people should be able to exist together peacefully too, "as natural as dew."

Groups:

He recommends holding poetry up to a light, walking inside of it, "feeling it," or even having fun waterskiing across it.

These words are fun and playful, and only someone who feels joy about reading poetry would want to have so much fun exploring it. By listing all the ways you can enjoy poems, you can tell the author appreciates exploring them.

The speaker feels appreciative and joyful about reading poetry. He recommends holding poetry up to a light, walking inside of it, "feeling it," or even having fun waterskiing arcoss it. These words are fun and playful, and only someone who feels joy about reading poetry would want to have so much fun exploring it. By listing all the ways you can enjoy poems, you can tell the author appreciates exploring them.

NOTES:

1 - Answer the Question

2 - Use text evidence

3 - Explain & Extend

Mood: The feeling that the author wants to create for the reader.

Setting: The time and location where a poem or story takes place.

Imagery, Sound Elements, and Figurative Language can help us determine the mood of a poem.

The Setting purposely creates a mood in a poem or story.

The speaker feels appreciative and joyful about reading poetry

2 - Use text evidence that supports your answer

Exit Ticket:

Tone Question: How does the speaker feel about reading poetry? Use text evidence to support your response.

In lines 1-11:

On your Index Card:

But all they want to do

is tie the poem to a chair with rope

and torture a confession out of it.

They begin beating it with a hose

to find out what it really means

Work Period:

EX.

An answer must include . . .

Harlem (A Dream Deferred)

Criteria for Success:

1 - Answer the Question

3 - Explain & extend

Lesson:

a word to describe the mood.

text evidence that made you choose that word.

a complete definition of Setting and Mood on the back of the card.

Anzlyze This . . .

Structure?

Sound Elements?

Important Words?

Imagery Used?

MEANING

Select 2 words you do not know from your Tone and Mood Bank.

Create a foldable (Hotdog Style) with:

• the word on the outside

on the inside

• the definition
• a picture
• a sentence to help us understand

Use a dictionary, a parent, or the internet if you need more help.

What is the Mood of this poem?

On the Back

Define Setting and Mood

Hope is the thing with feathers / that perches in the soul

And sings the tune without the words / And never stops at all

by Billy Collins

TONE

The ginko tree forces its way through gray concrete

like a city child, it grows up in the street

TONE

Work Period:

This metaphor is used to show how:

A) Hope is the name of the speaker's pet bird

B) People hold on to hope in their hearts

C) There is no hope left in the world

I ask them to take a poem

and hold it up to the light

like a color slide

or press an ear against its hive.

I say drop a mouse into a poem

and watch him probe his way out,

or walk inside the poem's room

and feel the walls for a light switch.

I want them to waterski

across the surface of a poem

waving at the author's name on the shore.

But all they want to do

is tie the poem to a chair with rope

and torture a confession out of it.

They begin beating it with a hose

to find out what it really means.

*Quote three clear examples of imagery from the poem

*Draw a picture for each text example

*Answer:

-language that creates a scene or mental picture

-descriptions that connect to the reader's senses

-Authors use imagery to help the reader visualize

-The reader uses the imagery to make inferences and connections using bockground knowledge

How does the food imagery

Notes:

This simile is used to show how:

A) Rough and tough a ginkgo tree is

B) Ginkgo trees grow in concrete

C) The Ginkgo is turning into a human

Introduction to Poetry

by Billy Collins

Criteria for Success:

When I get to be a composer

I’m gonna write me some music about

Daybreak in Alabama

And I’m gonna put the purtiest songs in it

Rising out of the ground like a swamp mist

And falling out of heaven like soft dew.

I’m gonna put some tall tall trees in it

And the scent of pine needles

And the smell of red clay after rain

And long red necks

And poppy colored faces

And big brown arms

And the field daisy eyes

Of black and white black white black people

And I’m gonna put white hands

And black hands and brown and yellow hands

And red clay earth hands in it

Touching everybody with kind fingers

And touching each other natural as dew

In that dawn of music when I

Get to be a composer

And write about daybreak

In Alabama.

by: Langston Hughes

HW:

Imagery

relate to the the speaker's feelings

about being at grandma's house?

Daybreak in Alabama

Let the rain kiss you / let the rain sing you a lullaby.

I ask them to take a poem

and hold it up to the light

like a color slide

or press an ear against its hive.

I say drop a mouse into a poem

and watch him probe his way out,

or walk inside the poem's room

and feel the walls for a light switch.

I want them to waterski

across the surface of a poem

waving at the author's name on the shore.

But all they want to do

is tie the poem to a chair with rope

and torture a confession out of it.

They begin beating it with a hose

to find out what it really means.

*Quote three clear examples of imagery from the poem

*Draw a picture for each text example

*Answer:

Pull-Up

• your imagery notes (notebook paper)
• your HW: "Dream Deferred" handout
• a pen or pencil

15

What happens to a dream deferred?

Does it dry up

like a raisin in the sun?

Or fester like a sore—

And then run?

Does it stink like rotten meat?

Or crust and sugar over—

like a syrupy sweet?

Maybe it just sags

like a heavy load.

Or does it explode?

I say frighten me

She shouts thunder, flashes lightening

Independent Work

10

Introduction to Poetry

5

This personification is used to show how:

A) It's very romantic when it rains

B) Rain is comforting, like a mother

C) Raindrops are good at kissing and singing

Back to your seats to work on your own BCR:

Closing:

1

What are they? How are they scored?

What do you need to do to get a good score?

What do you know about BCRs?

giving human-like qualities to non-human objects

Turn & Talk

Remeber:

Use the work you did with

"Winter Garden"

and

"Spring Garden"

Bring:

A successful BCR must include . . .

Mood: The feeling that the author wants to create for the reader.

Setting: The time and location where a poem or story takes place.

Imagery, Sound Elements, and Figurative Language can help us determine the mood of a poem.

The Setting purposely creates a mood in a poem or story.

comparing two things WITHOUT using "like" or "as"

Figurative Language

NOTES:

This metaphor best describes how:

A) Her mom is caught in a rainstorm

B) Her mom has thunder bolts coming out of her mouth

C) Her mom can be very loud and flashy

comparing two things using "like" or "as"

a marked up question

an answer, text evidence and extension (inference)

a marked up answer (1-2-3)

Ex: She is as slow as a turtle

Solo:

15

Ex: His lightening voice rumbled over us

Work Period:

How does the food imagery relate to the speaker's feelings about being at his grandmother's house?

10

“Ham N’ Eggs” POSTER

Figurative Language Devices

5

Ex: The kite danced in the wind

Authors use these devices to describe things in a new, creative way

1

Summer grass aches and whispers; it calls out for rain

Focus Questions:

What happens to a dream deferred?

Does it dry up like a raisin in the sun?

This personification best describes how:

A) it hasn't rained on the grass in a while

B) the grass is talking to the sky

C) how it's about to start raining

"Poetry":

"Grandmother":

Winter Poem":

Criteria for Success:

Work Period:

Scholars will be able to identify the mood of a poem, and describe how word choice and setting contribute to mood.

T. E.

Make a New Chart for your poem:

This simile best describes how:

A) your dream was once a grape

B) your dream might shrivel up and change

C) your dream might still keep going

Figurative language goes beyond the literal meaning of words to create a deeper meaning.

Simile:

Personification:

Metaphor:

OBJECTIVE:

Independent Work:

The speaker in "Ham n' Eggs" uses food imagery to show how comfortable he is at grandma's house. The sights, smells and sounds of food are mostly pleasant and cozy: eggs frying, nice red beets, the smell of ham in the air. The speaker's grandmother must care about him to make such a large meal. The sights, smell, and sounds of cooking remind the reader of the comforts of home and family.

the speaker’s attitude towards his/her subject.

Words and Language choice help us figure out the tone of a poem.

Tone is described with “feeling” words

Finish the "A Dream Deferred"

What is the speaker’s attitude about poetry?

Tone Words

How does the speaker feel about the Grandmother in this poem?

What is the speaker’s feelings about winter?

Choose your letter to

HW:

Tone is

Closing:

• "Grandmother"
• "Poetry" or
• "Winter Poem"

Independent Work:

Explanation

The imagery is on Purpose

The imagery helps us make inferences about the meaning

How can we determine a speaker’s tone?

Use the poem in your folder to answer the BCR on your own

Label your answer using 1-2-3

Answer on your Paper:

How does L. Hughes use imagery to show what happens to a dream deferred? Use text evidence from the poem to explain your answer.

Turn you Paper Over to

What does “tone” mean?

Remeber:

Mark up the poem to analyze:

*Notes about structure and Sound

*Underline Important Words or Phrases

*Circle examples of Imagery

Swap papers with a partner & score their BCR

Review:

How do the images in a poem help us understand the author’s message?

"A Dream Deferred"

Independent Work:

1 - Answer

2 - Text Evidence

3 - Explanation

Big Idea:

Poem must:

• use at least 4 fig. language devices
• be at least 12 lines long

Closing:

Does the answer have

1, 2 and 3?

Closing:

How does L. Hughes use imagery to show what happens to a dream deferred? Use text evidence from the poem to explain your answer

1 - Answer the question

2 - Use text evidence to

support your answer

3 - Explain your text evidence

& extend

Independent Work:

Share Out

Write a poem describing yourself or someone you know.

Read “Some People,” on p. 321

Answer these questions:

1) What figurative language device is used twice in this poem?

2) Describe dried up / brown leaves.

3) Describe fireflies

4) Explain the difference between people who make your thoughts "like leaves all brown and dried," and people who make your "thoughts as thick as fireflies."

Closing:

Independent Work:

HW: