"Poetry Wheel," but give the wheel an up thoroughly artistic flair. (Example: a student who analyze any ideas for chose "death" created a skull with poem and to be examples) daggers for the poetry terms.) successful on the poetry portion of the AP exam. This is "composing to plan." Day 3: >- Poetry Wheel Homework: Finish Poetry Wheel Assignment: Figurative Academic: "Words and their Devices/Poetry Terms Sharing and Handout Poetry 1. See Poetry Wheel for list of Meanings" (second Students should their completed peer-reviewing ,/ Wheel academic vocabulary words poem) if not poetry wheels with at least two other the poetry "Synonyms "Words and already finished classmates. Using their knowledge of wheels will Content: and Levels of their the terms and/or definitions for the reinforce 1. See Poetry Wheel for list of Diction" Meanings" figurative devices, students should students' content-specific words Handout comment on and add suggestions for (Denota- knowledge of any examples, asking for clarification the figurative/ tion/Conno- when needed. poetic devices Copies of tation) they will need "Because I > to know to Denotation and Connotation could not thoroughly Hand out "Synonyms and Levels of ,/ stop for analyze any Diction." Elicit from students what death... " by poem and to be "diction" means and why it can be successful on Emily important when analyzing poetry. Ask the poetry Dickinson and students what the following words portion of the imply in the context of thinking about "In Vain" by AP exam. diction: Jack Kerouac LowNulgate 0 plus a "Words Students will Colloquial build 0 and their knowledge of General 0 Meanings" denotation and Formal 0 connotation handout for through guided each poem practice and Using the group's ,/ eventually definitions/discussion about the independent implication of those words, have practice, students complete the handout in moving from "we do" to "I pairs. When everyone is done, make a do." chart on the whiteboard and elicit responses from students for each word on the handout. Write these responses on the board.
"Poetry Wheel," but give the wheel an up thoroughly artistic flair. (Example: a student who chose "death" created a skull with daggers for the poetry terms.) ideas for examples) analyze any poem and to be successful on the poetry portion of the AP exam. This is "composing to plan." Day 3: >- Poetry Wheel Assignment: Figurative Devices/Poetry Terms ,/ Students should their completed poetry wheels with at least two other classmates. Using their knowledge of the terms and/or definitions for the figurative devices, students should comment on and add suggestions for any examples, asking for clarification when needed. > Denotation and Connotation ,/ Hand out "Synonyms and Levels of Diction." Elicit from students what "diction" means and why it can be important when analyzing poetry. Ask students what the following words imply in the context of thinking about diction: 0 LowNulgate 0 Colloquial 0 General 0 Formal ,/ Using the group's definitions/discussion about the implication of those words, have students complete the handout in pairs. When everyone is done, make a chart on the whiteboard and elicit responses from students for each word on the handout. Write these responses on the board. Poetry Wheel Handout "Synonyms and Levels of Diction" Handout Copies of "Because I could not stop for death... " by Emily Dickinson and "In Vain" by Jack Kerouac plus a "Words and their Meanings" handout for each poem Sharing and peer-reviewing Poetry Wheel "Words and their Meanings" (Denota- tion/Conno- tation) Academic: 1. See Poetry Wheel for list of academic vocabulary words Homework: Finish "Words and their Meanings" (second poem) if not already finished the poetry wheels will reinforce Content: 1. See Poetry Wheel for list of students' content-specific words knowledge of the figurative/ poetic devices they will need to know to thoroughly analyze any poem and to be successful on the poetry portion of the AP exam. Students will build knowledge of denotation and connotation through guided practice and eventually independent practice, moving from "we do" to "I do."