Objectives: The student will analyze characteristics of subgenres of poetry, including metaphysical poetry. The student will analyze the way an author uses poetic devices such as paradox. Essential Questions: Identify the paradox in the poem “Death Be Not Proud.” How does the sonnet resolve its paradoxes? Warm Up: The students will complete the quickwrite on page 312 of their text book. One the board will be two columns, one labeled “Defeat” and the other labeled “Triumph.” Using post-it notes, the students will each, independently determine how death can be seen as both of these labels. They will post these in the appropriate columns. Direct Instruction: I will introduce the idea of paradox and give several examples. I will also review the meaning of personification. Guided Practice: We will read aloud “Death be no proud” on page 313. Through a variety of questions, we will determine the paradoxes and also determine how they are resolved in the sonnet. Independent Practice: The students will independently read “from W;t” a related dramatic piece. They will answer an extension question (#9 on page 316). Honor students may opt to read another of Donne’s pieces in the text and compare/contrast it with “Death be not proud.” Assessment: Informal through feedback; formative through extension question or compare/contrast; summative through test. Homework: Continue with 1984. Differentiation: See independent practice.
Objectives: The student will analyze characteristics of subgenres of poetry, including metaphysical poetry. The student will analyze the way an author uses poetic devices such as paradox. Essential Questions: Identify the paradox in the poem “Death Be Not Proud.” How does the sonnet resolve its paradoxes? Warm Up: The students will complete the quickwrite on page 312 of their text book. One the board will be two columns, one labeled “Defeat” and the other labeled “Triumph.” Using post-it notes, the students will each, independently determine how death can be seen as both of these labels. They will post these in the appropriate columns. Direct Instruction: I will introduce the idea of paradox and give several examples. I will also review the meaning of personification. Guided Practice: We will read aloud “Death be no proud” on page 313. Through a variety of questions, we will determine the paradoxes and also determine how they are resolved in the sonnet. Independent Practice: The students will independently read “from W;t” a related dramatic piece. They will answer an extension question (#9 on page 316). Honor students may opt to read another of Donne’s pieces in the text and compare/contrast it with “Death be not proud.” Assessment: Informal through feedback; formative through extension question or compare/contrast; summative through test. Homework: Continue with 1984. Differentiation: See independent practice.