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Poetry Lesson Plan

Ideas and reflections on the effective use of Prezi to support whole class teaching
by

Lisa Moore

on 28 February 2011

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Transcript of Poetry Lesson Plan

This is going to be fun!!! Comparing Poems In an Essay I promise!!! Some "Englishy" things about me: I listen to the "Grammar Girl" podcast religiously. I'm writing a modern version of Jane Eyre I promise!!! Here's what we need to do... I love to play Words With Friends So...my dogs are always named for Shakespearean characters. These are Portia and Prince Hal I love Shakespeare: to see it, to act it, to analyze it. Read Poems
Establish a Frame of Reference
Come up with a Grounds for Comparison
Analyse the poems
Come up with a thesis
Provide evidence for our argument Cinchy! Super Duper Literary Devices Prosody Diction Sound Simile
Metaphor
Imagery
Figures of speech Hyperbole Personification
Juxtaposition
Irony
Word Play
Allusion
Symbols
Unusual denotations or connotations
Tone
Point of view
Anaphora
Epistrophe Onomatopoeia
Alliteration
Consonance
Assonance
Cacophony
Repetition
Word Play
Tone Meter
Rhyme
Rhyme scheme
Internal rhyme
Rhythm
Intonation
Enjambment
Caesura
Regular/Irregular
Patterns/Departures from Patterns
Syntax Poetic Feet iamb – one unstressed syllable followed by a stressed syllable
trochee – one stressed syllable followed by an unstressed syllable
dactyl – one stressed syllable followed by two unstressed syllables
anapest – two unstressed syllables followed by one stressed syllable
spondee – two stressed syllables together
pyrrhic – two unstressed syllables together
Iambic Pentameter Macbeth
Act V, Scene v To-morrow, and to-morrow, and to-morrow,

Creeps in this petty pace from day to day,

To the last syllable of recorded time;

And all our yesterdays have lighted fools

The way to dusty death. Out, out, brief candle!

Life's but a walking shadow, a poor player,

That struts and frets his hour upon the stage,

And then is heard no more. It is a tale

Told by an idiot, full of sound and fury,

Signifying nothing.
Macbeth Act 5, scene 5, 19–28 OK, so I know how to scan a poem, and notice other literary devices... But what am I supposed to write for my thesis??????? Frame of Reference Grounds for Comparison Thesis Structure of the Paper How we group them together Theme Structure Historical Context Subject Man vs. Nature Romantic Love Death God Carpe Diem Sonnet Lyric Meter Bugs Drunken Fathers Immortalizing someone through poetry Renaissance The Romantic Poets Expatriates What is the rationale behind your choice of these two poems? Do they extend, corroborate, complicate, contradict, correct, or debate one
another? How do these two poems fit together? Why do we care? ("So what" factor) Kiss of death thesis for this paper: “Poem A and Poem B are similar in many ways and different in others.” Give me the dementor's kiss... Your thesis needs to have an element of argument. You don't need to prove the author's intent. Make the relationship between the two poems clear in your thesis. As opposed to standing on its own, Frost's allusions to Shakespearse's verse in Macbeth make his poem reverberate with deeper meaning about the fragility of life. Both works explore the way nature, when crossed, wreaks revenge through death. Because Lady Macbeth's death results from her misdeeds and ambition, but the boy in Frost's "Out, Out" dies in innocence, the poem makes a more tragic statement about the transitory nature of life. Although Frost and Shakespeare both use meter to great effect, Shakespeare's masterful command and manipulation of verse makes the sound and rhythm of the poetry underscore its meaning more forecefully. This was a "Prezi" You can do mind mapping and pre-writing activities, or make great presentations, or both! It's free at www.prezi.com Basic Organization #1 Basic Organization #2 Block Text by Text First write about Poem A, then write about Poem B You want to be careful about when you use this structure for a paper. It can end up being a bit pedantic and is considered a bit old-fashioned. When it works best: When Poem A acts as a "lens" for greater insight into Poem B. For example, when you are looking at historical context, or allusion, this can be a useful way to structure your paper. Point by Point Organize your paper around the literary devices you are exploring, and go back and forth between Poem A and Poem B for each point. It takes finesse to alternate between the two poems without getting the ping pong effect. When it works best: Most of the time! Especially when you are looking at themes, literary devices, merit, etc. Keep going back to your
argument after every point I like to think of these guys... or her...
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