Day 7: >- Using small Villane/les, Sestinas, Elegies, and Odes 1. Student Academic: 1. Composing groups, Looking at Structure/Form and written stanza, rhyme scheme, poems with students will Practicing Annotation structure, refrain, denotation, poems specific both practice connotation, diction Students will their poems in small ,/ structures annotations groups. Classmates will then annotate - and Content: Annotating the poems they are given (including a demonstrate classmates' villanelle, sestina, ode, elegy quick TPS-FASTT of the poems). further When everyone is done, students knowledge of should share one of the (looking for poetic poems they read with the group by: structure structures and Reading it aloud. poetic devices and poetic Rereading it stopping to devices) explain their annotations. Summarizing the poem and their TPS-FASTT anaysis. Explaining the theme or central idea of the poem. Day 8: >- Students will Conceits 1. Academic: Conceit 1. Conceit Homework: Finish build Hand out the "Conceit" activity and Conceit Activity ,/ Activity Activity vehicle, tenor, extended knowledge of read through it together to deepen metaphor Handout conceit, tenor, students' understanding of the meaning and vehicle of the term. The notes for "conceit" are Content: through guided already on the handout. Students can conceit, metaphysical conceit practice and add notes or highlight important ideas in eventually the handout if they wish. independent practice, Read and annotate the first poem ,/ moving from together, asking students to first "we do" to "I annotate the poem, looking for do." academic and content vocabulary and any other poetic terms they notice. Students will Then, they should do a quick TPS- also practice FASTT of the poem. Finally, elicit annotation answers to the second question and TPS- regarding conceit. Discuss the tenor and skills, vehicle and ask students to justify their building on answers. previous practice of the skills.
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.
-Poetry-Unit-Cover-Page.docx