POETRY+and+LANGUAGE+STUDY+2012

Day 1 Jan. 10 Significant Concept: Poetry is a form of condensed and precise language that expresses humanity and the human experience. Essential Questions: How does poetry express humanity and the human experience?
 * Poetry and Language Unit: **
 * 1) Introduce Essential Questions
 * How do poetic devices contribute to the overall understanding and appreciation of poetry?
 * What strategies can I employ to analyze a poem? In what ways can I express my analysis?
 * How can we relate poetry to our lives and/or our beliefs?

B. Warm-up: Write your definition of poetry. (5min) C. Distribute “What is Poetry Poems” handout -Read these and Add to your definitions (15min) -Walk and read five other people’s definitions (5min) (Leave your table) -Go back and add any great insights (2min) D. Poem Share -Share favorite poem + Why -Distribute Poem Share Form – Different Students will present each day ( See Google Doc) Add-Name-Day of Sharing – Sign Up – 3 minutes. Write this date down J E. Professional Poetry Reading -Sarah Kay, “[|Hands]” -Sarah Kay, “[|Hiroshima]”

HW: Bring colored pencils / crayons

__Day 2 – Block B Jan 11__ A. Poetic Devices Poster -Assignment -Poetic Element -Definition -Examples from poetry -Relevant picture -These need to look spectacular, so I can hang them. -Devices: See Chart. -3 groups B. Allow rest of block to work

__Day 3 – Block B Jan. 13__ __Mrs. Gilbert Poem Sharing “The Zode in the Road of Dr. Seuss”…What do you think?__ A. Allow time for Poetic Devices Poster

__Day 4 – Block B Jan. 16__ A. Poster Presentations (7-10min total) B. Distribute “Poetic Elements Quiz work together – See how many you know…look up the rest :)” HW – complete filling in at least 15 questions (11 are vocabulary we previously discussed)


 * Cycle 16**

__Day 4 – Block **B** Wed. Jan.18__ not?” (5 minutes) 2. Students will listen to poem: Richard Cory, students will respond to poem using the words that they recognize that describe feelings or tell about the poem – ex. The words gentleman and clean tell me that Richard was a sophisticated man that walked with purpose and was handsome. 3 – Students will underline all words they know – we will investigate words they don’t with a partner 4 – Students will again respond to poem.. 5 – What is Irony? How is the end of the poem ironic? Put “Richard Cory” on board and annotate -Read it aloud first à Paraphrase -See what we can find B. Ask: What is the author trying to convey through this poem? What poetic devices helped the author most to convey that message?
 * 1) W-up: Journal – Do you like poetry? Why or why

Day 5 - Thursday January 19th Objective: Students will be able to work as a group to analyze a poem. Students will then try to identify what elements they found in the poem. Students will become familiar with some literary devices like Irony, characterization, mood. Agenda Warm-up: What does a successful person look like to you – Define success? Explain your answer. 1) Students will discuss characterization of Richard Cory and ultimately his fate. How do you relate? In your opinion, what is the most important thing in life and what was missing from Cory’s? 2) As a class - Students will analyze irony, characterization – and write this out using prepared questions in a group 4) Answer questions individually – we will share these on Monday.

__Day 6 Monday January 30__ Happy Lunar New Year: Spring is Coming! W-UP: Lunar New Year Prediction: What is one goal or hope you have for the upcoming year? Please describe why it is so important. Objective: Students will be able to recall certain information relating to poetic devices. Students will be able to identify a process to relate to and understand poetry. 1) What is irony? Think/Pair/Share 2) Students will read ‘We real Cool” and discuss what they notice about the poem – what makes it unique – what is it saying – What is unique about the language? 3) Remind students about TPCAST tool to unlock meaning 4) Walk through What is Mood/Tone 5) Look For Meaning: We Real Cool – including Mood and Tone.

__Day 7 Tuesday Jan 31__ Journal Warm-up: The following lines are from the poem “The Walrus and the Carpenter” by Lewis Carroll: “’The time has come’, the Walrus said, ‘To talk of many things: of shoes –and ships-and sealing wax-Of cabbages-and kings-‘“ W-Up: List all of your favorite things to talk about.
 * 1) Debrief looking at “We Real Cool.”
 * 2) Look at Exemplars of TPCAST – 1, 2 – General Discussion of What is shown
 * 3) Listen to Disney’s “The Walrus and the Carpenter” []
 * 4) Annotate: Look at The Walrus and the Carpenter” Give points for anything you can find.
 * 5) Look for Mood, Tone, Symbolism

__Day 8 Thursday, Feb. 2__ __W-up:__ [|Everything is Meaningless –]__Briefly Discuss Tone and Mood.__
 * 1) Revisit TPCAST – General discussion - Look at findings for “The Walrus and the Carpenter”
 * 2) Discuss tools that were useful to unlock meaning.

HW – Bring in completed TPCAST on “Walrus…”

__Day 10 Friday, Feb. 3__ __W-UP: Who do you think you can trust and why?__ __HW: Complete TPCAST and Walk Through Meaning…__ __Day 11, Tuesday Feb. 7__ __W-Up__: Define the word – Difference – What does it mean to you? __No Homework__
 * 1) __Discuss possible themes for Walrus – Discuss revelations about this poem – Was it really childlike like in the beginning?__
 * 2) Write out theme statements on board and develop these
 * 3) Look at “Human Family” by Maya Angelo
 * 4) Do TPCAST & ‘Walk Through to Meaning’ – Guide students through discussion.
 * 1) Discuss “Human Family” by Maya Angelo
 * 2) Look at TPCAST & ‘Walk Through to Meaning’ – Guide students through discussion.
 * 3) __Introduce – Poem…__ “The Tide Rises and the Tide Falls” by Henry Wadsworth Longfellow –[[file:THE TIDE RISES.docx]] Students should read over this poem a couple of times.

__Day 12, Wednesday Feb. 8__ __W-UP. What advice would a DOG fie about life, if it could talk? Write that advice.__ Go further from there. Look at meter/rhyme scheme - What can you identify? Ask: What is the author trying to convey through this poem? What poetic devices helped the author most to convey that message? HW: Finish questions individually if necessary
 * 1) Read “The Tide Rises and the Tide Falls” by Henry Wadsworth Longfellow
 * 2) Students complete TPCAST - Introduce briefly the acronym SIFTSEI and show poster – Again, there are different tools to unlock meaning.
 * 3) Read it aloud first à Paraphrase
 * 1) Discuss.
 * 2) Complete Reflection Questions as a group.[[file:The Tide Rises Questions ERNY.docx]]

__Day 13, Friday Feb. 10__ __W-UP. What is it to BE? Write a paragraph that includes at least 10 words that rhyme with be__ Go further from there. Look at meter/rhyme scheme - What can you identify? Ask: What is the author trying to convey through this poem? What poetic devices helped the author most to convey that message? HW: Finish questions individually if necessary
 * 1) Debrief questions for Tide Rises Tide Falls.
 * 2) Students are introduced to the poem “The Fish” by Lila Zeigler -
 * 3) Students complete TPCAST/walk through independently
 * 4) Read it aloud first à Paraphrase
 * 1) Discuss.
 * 2) Complete Reflection Questions as a group.

__Day 14, Monday, February 13, 2012__ __Metaphor/Simile W-UP…Write 10 Food and people metaphors or similes. In other words, compare a persona (real or imagined to food. For example, you might say, “Franco is as assertive as a wilted piece of lettuce, “ or, “Marianna’s har is as red as tomato soup.” Your comparisons should create a very clear image of the person.__ Go further from there. Look at meter/rhyme scheme - What can you identify? Discuss: What is the author trying to convey through this poem? What poetic devices helped the author most to convey that message?
 * 1) Students are introduced to the poem “The Fish” by Lila Zeigler -
 * 2) Students complete TPCAST/walk through independently
 * 3) Read it aloud first à Paraphrase
 * 1) Discuss.
 * 1) Begin Reflection Questions as a group.

HW: None

W-up: Onomatopoeia : Burp! Slosh! Snort! Write a paragraph incorporating at least ten onomatopoetic words. Onomatopoetic words are words that sound like what they mean. Example: Smack, bam, beep, boom, swoosh, hiccup, plop, fizz, bonk
 * __Day 15, Wednesday, February 15, 2012__**
 * 1) Complete discussion questions for FISH on your own.
 * 2) Debrief questions – Ask and answer of each other – focus correct question formation and appropriate answer response.

Day 17, Monday, February, 20th, 2012 Day 17, Monday, February, 20th, 2012
 * Day 16, Thursday, February 16th, 2012**
 * Mrs. Gunther to cover class with college admissions information**
 * Mrs. Gunther to cover class with college admissions information**
 * Mrs. Gunther to cover class with college admissions information**

Project Study - Help as necessary

W-up: Figurative Language Fun (94)- “You’re pulling my leg!” is an expression that has nothing to do with real legs. Write an explanation that describes how the expression originated. (Since, of course, you probably have no idea, your explanation will be pulling the leg of anyone who reads it!)
 * __Day 18, Tuesday, February 21, 2012__**
 * Project Study ** – See where kids are at and help as necessary.

Project Study – See where kids are at and help as necessary.
 * Day 19, Thursday, February 23, 2012**
 * “That’s so cliché!” (55) Write down 5 clichés or phrases that you hear often (Ex. She’s as cute as a button. He’s as strong as an ox. It was pretty as a picture.) Show that you are as ‘smart as a whip’ by writing a paragraph that includes as many of these clichés as possible.**

Day 20, Friday, February 24, 2012 W-Up: Rhyme Poem W-UP – “Oh, Please, don’t sneeze?” Write a paragraph that includes as many words as possible that rhyme with the word ‘sneeze’. {Please, wheeze, tweeze, cheese, he’s, she’s, freeze, breeze, trees, fees, flees, bees, tease}

Project Study – See where kids are at and help as necessary.

Imagery W-up: Write a three-sentence paragraph about the view out an apartment window, without using the word “the.” Project Study = Work Time
 * __Day 21, Tuesday, February 28, 2012__**

Project Study – Work Time/Final Day – Practice oral delivery
 * __Day 22, Wednesday –__**
 * __Oral practice and Delivery.__**
 * __W-Up Create a haiku poem about nature –(A haiku is a three-line poem, often about nature. The first and third lines contain five syllables, and the second line contains seven syllable.) The focus is on strong imagery!__**


 * __Day 23, Friday, March 2, 2012__**
 * __Write a four-line poem about a mirror. Your poem should express jealousy.__**
 * __Oral practice and Completion of the project__**

FINAL SUMMATIVE presentation of POETRY (ORAL)
 * __Day 24, Monday, March 5, 2012__**
 * __W-UP: Review Rubric…Practice your delivery and organize your thoughts.__**


 * __Day 25, Wednesday, March 7th 2012__**
 * W-UP: Reflection – What do you think you learned from this unit?**
 * Celebration of work + Quick quiz – Show what you know…[[file:Poetry Summative Part 2.docx]]**