./ Hand out "Words and their Meanings" and the poems "Because I could not stop for death" by Emily Dickinson and "In Vain" by Jack Kerouac. As the "we do" part of this lesson, do the following with "My Papa's Waltz" by Theodore Roethke: I. Write the denotation of each word on the Roethke side of the handout. Read Roethke's poem aloud. Ask students to go back and underline each of the words listed on the handout. Then ask a student to reread the poem, stopping each stanza for the class to paraphrase that stanza. Then, ask a different student to reread one more time, pausing at each underlined word to ask for the connotation as it is presented in the poem. ,/ Students should work on the other poems in pairs and then share out as a whole class. ,/ Students should complete the "Exit Ticket" individually. This initial work with diction is focused on "composing to plan," making sure students have the academic vocabulary needed to understand and analyze poetry. In "Words and their Meanings," students will be "composing to practice, working together to analyze diction in poetry before being asked to tackle something individually. Last, students are asked to compose a paragraph individually, showing how diction is important to the overall meaning of a poem. This work with structure and diction will aid them in their summative assessment project later.
content vocabulary (rhyme scheme, volta, poetry wheel vocabulary). Students talk with partner and add annotations). 2nd read: Teacher or student reads aloud, the rest listen. Students write, talk (as whole group). 3rd read: Teacher reads and annotates while students listen. ./ You do: Students work independently on a chosen sonnet (from various sonnets provided bv teacher). Week Activity/Strategy Texts and Resources Sequencing and Scaffolding Formative Assessments Targeted Vocabulary Academic: Content: Instructional Day 6: Sonnets - Looking at Structure/Form and Practicing Annotation v' Students should share their "Sonnet Activity" assignment. The steps for sharing are: Project a copy of the sonnet with annotations. Recite/read the sonnet (does not have to be memorized). Read again, pausing to explain annotations. Summarize the theme of the poem in your own words. Villane/Jes, Sestinas, Elegies, and Odes - Looking at Structure/Form and Practicing Annotation v' Begin with Rules of Notice by showing students two or more of each type of poem with no introduction. Just read the poems aloud and ask students to answer the questions: What do you notice? What do you wonder? Students may to formulate some Document camera for projecting sonnets Villanelles, Sestinas, Elegies, and Odes Powerpoint "Villanelles, Sestinas, Elegies, and Odes Activity" Handout The presentation portion of the "Sonnet Activity" emphasizes the "You do," providing independent practice for students in reading, annotating, and beginning analysis of poetry. The villanelles, sestinas, elegies, and odes powerpoint builds knowledqe Sonnet Activity Presenta- tion Villanelle, Ode, Sestina, Elegy Activity Academic: stanza, rhyme scheme, structure, refrain Content: villanelle, sestina, ode Homework: Finish writing poems with specific structures. Choose 3 of the following: Sonnet Villanelle Sestina Ode
Day 7: >- Villane/les, Sestinas, Elegies, and Odes Looking at Structure/Form and Practicing Annotation ,/ Students will their poems in small groups. Classmates will then annotate the poems they are given (including a quick TPS-FASTT of the poems). When everyone is done, students should share one of the poems they read with the group by: Reading it aloud. Rereading it stopping to explain their annotations. Summarizing the poem and their TPS-FASTT anaysis. Explaining the theme or central idea of the poem. 1. Student written poems Using small groups, students will both practice annotations and demonstrate further 1. Composing poems with specific structures - Annotating classmates' (looking for structure and poetic devices) Academic: stanza, rhyme scheme, structure, refrain, denotation, connotation, diction Content: villanelle, sestina, ode, elegy knowledge of poetic structures and poetic devices Day 8: >- Conceits ,/ Hand out the "Conceit" activity and read through it together to deepen students' understanding of the meaning of the term. The notes for "conceit" are already on the handout. Students can add notes or highlight important ideas in the handout if they wish. ,/ Read and annotate the first poem together, asking students to first annotate the poem, looking for academic and content vocabulary and any other poetic terms they notice. Then, they should do a quick TPS- FASTT of the poem. Finally, elicit answers to the second question regarding conceit. Discuss the tenor and vehicle and ask students to justify their answers. 1. Conceit Activity Handout Students will build knowledge of conceit, tenor, 1. Conceit Activity Academic: vehicle, tenor, extended metaphor Homework: Finish Conceit Activity and vehicle through guided practice and eventually Content: conceit, metaphysical conceit independent practice, moving from "we do" to "I do." Students will also practice annotation and TPS- skills, building on previous practice of the skills.
./ Students should complete the remaining poems in pairs and then share out as a whole orouo. Week Four Activity/Strategy Texts and Sequencing Formative Targeted Vocabulary Instructional Resources and Scaffolding Assessments Academic: Notes Content: Day 9: and Paradox 1. "Irony and Students will 1. "Irony Academic: Homework: ./ Begin with the "Irony and Paradox in Paradox in build and irony, paradox, paraphrase, 1. Finish Poetry" Powerpoint to deepen Poetry" knowledge of Paradox figurative language, shift, Irony/Paradox students' understanding of the Powerpoint irony and in poetry" theme Activity different types of irony and paradox. paradox Students should take notes. 2. "Irony and through guided Content: 2. Study for poetry ./ Hand out "Irony and Paradox in Poetry" assignment. Read, annotate, and do a quick TPS-FASTT of the first poem together, asking students to Paradox in eventually Poetry" independent Handout practice, moving from focus on the types of irony and 3. Poetry Quiz paradox. Then, elicit answers to the Study Guide questions below the poem. "we do" to "I do." 4. VKR ./ Students should complete the Handout remaining poems in pairs and then share out as a whole group. Study for Interim Assessment Poetry Quiz ,/ Students should return to the VKR activity from day 1. They can complete these individually or in partners. Compare to the original to see growth. ,/ Hand out poetry quiz study guides and remind students of quiz next class. ,/ Also remind students of timed write during the following class.
Day 10: > Interim Assessment - Figurative Devices and Analyzing Poetry Quiz ,/ This will be the partner quiz in which students actually create "poetry" incorporating examples of the terms we have studied. As stated, this should work really well in pairs. > "Post-test" Timed Write ,/ Students will return to Anne Bradstreet's poem "An Author to Her Book" and compose a second timed write using the same prompt as in the beginning of the unit. This will be scored using an AP Generic Essay Rubric and scores will be recorded. These scores should also be compared to earlier scores to ensure student growth. Copies of Interim Assessment Poetry Quiz Copies of timed write prompt on Anne Bradstreet's "An Author to Her Book" Students begin with a poetry quiz, in which they can demonstrate their knowledge of poetic devices, structures, and TPS-FASTT analyses, all areas in which they will need to be proficient in order to tackle their chosen poets' works. The final timed write will allow students an opportunity to demonstrate their ability to understand, analyze, and write about a poem using the vocabulary of the discipline. This is the third time they will have seen this particular poem, making this an ideal way to compare their earlier thinking/ understanding with their current analytical skills of poetry. Interim Assessment: Fig. Devices Quiz Timed Academic: Content:
something they are all familiar with, so this step shouldn't need too much explanation of the technology_ Day 15: >, Adopt-a-Poet Project ,/ Work on rough drafts in computer lab using Google Docs. ,/ Remind students how to format according to MLA style and include MLA in-text citations. , 1. Computer lab booked with student access to NoodleTools Working on rough drafts in GoogleDocs is again "composing first drafts." Academic: works cited, outline, MLA style, in-text citations Content: Homework: Finish rough draft by Day 13 2. Handout on Students will MLA be working and in-text citations independently at this point. (htt12s://owl.e A mini-lesson nglish.12urdue on in-text .edu/owl/reso (parenthetical) urce/747/01/ is a great MLA source site) citations will build knowledge although they should already be familiar with this as well. Week Seven Activity/Strategy Texts and Resources Sequencing and Scaffolding Formative Assessments Targeted Vocabulary Academic: Content: Instructional Notes Day 16: >, Project ,/ Work on rough drafts in computer lab using Google Docs. ,/ paper with teacher and at least one other classmate. At some point during the course of the class period, students should review someone else's paper and have their paper 1. Computer lab booked with student access to NoodleTools Working on rough drafts in GoogleDocs is Academic: MLA style, in-text citations Homework: Finish rough draft by Day 13. "composing Content: drafts." Students will be working independently at this point.
Day 18: Adopt-a-Poet Project- Socratic Seminars ./" Students will lead mini Socratic Seminars based on one poem they analyzed and researched for their papers. During each mini seminar, the student will: 0 Introduce his/her poet and give a brief biography. 0 Read aloud the chosen poem. 0 Project the chosen poem with his or her annotations using the document camera. 0 Provide a paraphrase/ summary of the poem. 0 Hand out a list of document- based questions for discussion. 0 Act as Socratic Seminar leader, being careful not to speak/interject too much so that other students can discover meaning on their own. 1. Students will need: Copy of their chosen poem with annotations Copies of DBQs for discussion As part of the summative assessment, these mini 1. Mini Socratic Seminar (leading discussion) Academic: Socratic Seminar, document- questions Homework: Finish gradable draft by Day 15. Socratic Seminars will Content: be entirely "You do" with a facet of "We do" because students' classmates will be involved in the discussion. Week Eight Activity/Strategy Texts and Resources Sequencing and Scaffolding Formative Assessments Targeted Vocabulary Academic: Content: Instructional Notes Day 19: Adopt-a-Poet Project - Socratic Seminars ./" Finish mini Socratic Seminars. 1. Students will need: Copy of their chosen poem with annotations Copies of DBQs for discussion As part of the summative assessment, these mini 1. Mini Socratic Seminar (leading discussion) Academic: Socratic Seminar, document- questions Homework: All done© Seminars will be entirely Content: "You do" with a facet of "We do" because students' classmates will be involved in the discussion.
Adopt-a-Poet Project AP Literature Assignment: Explore and research the poetry, lives, literary movements, and beliefs of one of the poets listed below (or another poet approved by me). Find poems online, in the library, and/or in our anthology; memorize a few poems; explore their philosophies. In other words, adopt your poets and become the class expert on them. a 3-4 page essay in which you make a statement, a claim, about the poets and their work. Use facts about the poets' lives and times only if they help prove your thesis about the poets and their poetry. This essay is not a biographical sketch; instead it is an analysis of the poems you choose (not just the poet). You will lead the class in a mini Socratic Seminar about one of the poems by your poet. In addition to using your paper and your thesis to guide your seminar, you will develop dependent questions to use as the basis of your seminar discussion. We will practice how to write insightful text-dependent questions in class. Be sure to have a handout with some basic biographical information, pictures, the text of the poem you would like to discuss, and the questions for your classmates to prepare for the seminar. Try to get all the information, the text of the poem, and the questions on one sheet (both sides). Be ready to lead your seminar on your assigned day. Poets to choose from: 20th Centuni: Pre-20 th Centurl,' W.H. Auden Matthew Arnold Elizabeth Bishop William Gwendolyn Brooks Robert Browning Carl Sandburg Elizabeth Barrett Browning e.e. cummings Robert T.S. Eliot Lord Byron Robert Frost Samuel Taylor Coleridge Seamus Heaney Emily Dickinson Langston Hughes John Donne Naomi Shihab-Nye Thomas Hardy Neruda A.E. Housman Octavio Paz John Keats Sylvia Plath Henry Wadsworth Longfellow Ezra John Milton