ABOUT
Getting a proper introdution to poetry is crucial to foster ones understanding of the content that will soon be displayed. This lesson is meant to get students to warm up and prepare to handle poetic peices. With the use of two sources of information, collaborative work and a Graphic Organizer, students will have a smooth transition in poetry and begin to understand specific devices and ideas that come with the genre. The information that is learned at the start will prove to be the foundation we build upon as our class moves forward. We will continue to visit this information as literary devices are used in various ways. Students should also get comfortable with the use of Graphic Organizers as they will be a prominent tool in this subject area.
Lesson Goals:
California Standards
Reading Standards:
Speaking and listening standards
Writing Standards:
Getting a proper introdution to poetry is crucial to foster ones understanding of the content that will soon be displayed. This lesson is meant to get students to warm up and prepare to handle poetic peices. With the use of two sources of information, collaborative work and a Graphic Organizer, students will have a smooth transition in poetry and begin to understand specific devices and ideas that come with the genre. The information that is learned at the start will prove to be the foundation we build upon as our class moves forward. We will continue to visit this information as literary devices are used in various ways. Students should also get comfortable with the use of Graphic Organizers as they will be a prominent tool in this subject area.
Lesson Goals:
- Students will learn about the basic terminology associated with poetry
- Students will be able to define the literary devices most used in poetry and be able to point out their use in a text.
California Standards
Reading Standards:
- 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text
Speaking and listening standards
- 1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
Writing Standards:
- Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
DIRECTIONS
- Students are to begin by watching the “What makes a poem…. A poem?” video. It is recommended that they watch the videos alone with their own devices if the proper equipment is available. If this is not possible, then the educator should play the video using the projector so that all students are able to watch it at the same time.
- After students watch the videos, they should get into groups (4-5 students per group) and discuss what struck out to them.
- Once the proper time has been allocated for them to converse, the discussion will shift to a whole class discussion where students are invited to express their interpretations.
- Following that conversation, students will begin to cover some of the basic literary devices we will encounter with poetry. This is where the Graphic Organizer will come into play.
- Students will complete the activity in the same groups that they had their discussions in earlier.
- Students will be able to browse the Literary Devices Website (which could be found in my Useful Links tab) and browse for specific devices to learn about
- Adolescents are to look up and learn about Alliteration, Consonance, Symbol, Allusion, Rhyme Scheme and Diction. These are the ONLY words that will be discussed and referenced to in this specific graphic organizer.
- Students are to look up and read about all of the terms prior to filling out the graphic organizer.
- Once the groups have read about the terms, they should begin to tackle the graphic organizer.
- The Orange boxes could be answered in any order, the only requirement is that students answer the corresponding Green boxes right after.
- Bullet Points would be the easiest and clearest way that students could format their answer. They are concise and easy to read.
- Students are to complete all of the boxes, with a minimum of two sentences/bullet points in each box (excluding the middle “Literary Devices” box as that is a title.)
- As students answer questions, they are encouraged to discuss in groups to hear other interpretations.
- The sentences could be as short or as long as the student desires, the only requirement is that the definition is clear and correct.
- If needed, the students are more than welcomed to write small notes on the outskirts of the boxes.