./ Hand out "Words and their Meanings" This initial work and the poems "Because I could not with diction is stop for death" by Emily Dickinson and focused on "In Vain" by Jack Kerouac. As the "we "composing to do" part of this lesson, do the following plan," making with "My Papa's Waltz" by Theodore sure students Roethke: have the I. academic Write the denotation of each word on the Roethke side of vocabulary the handout. needed to understand and Read Roethke's poem aloud. analyze poetry. Ask students to go back and In "Words and underline each of the words their Meanings," listed on the handout. students will be Then ask a student to reread "composing to the poem, stopping each practice, stanza for the class to working paraphrase that stanza. together to Then, ask a different student to analyze diction reread one more time, pausing in poetry before at each underlined word to ask being asked to for the connotation as it is tackle presented in the poem. something individually. Students should work on the other ,/ Last, students poems in pairs and then share out as a are asked to whole class. compose a paragraph Students should complete the "Exit ,/ individually, Ticket" individually. showing how diction is important to the overall meaning of a poem. This work with structure and diction will aid them in their summative assessment project later.
./ Hand out "Words and their Meanings" and the poems "Because I could not stop for death" by Emily Dickinson and "In Vain" by Jack Kerouac. As the "we do" part of this lesson, do the following with "My Papa's Waltz" by Theodore Roethke: I. Write the denotation of each word on the Roethke side of the handout. Read Roethke's poem aloud. Ask students to go back and underline each of the words listed on the handout. Then ask a student to reread the poem, stopping each stanza for the class to paraphrase that stanza. Then, ask a different student to reread one more time, pausing at each underlined word to ask for the connotation as it is presented in the poem. ,/ Students should work on the other poems in pairs and then share out as a whole class. ,/ Students should complete the "Exit Ticket" individually. This initial work with diction is focused on "composing to plan," making sure students have the academic vocabulary needed to understand and analyze poetry. In "Words and their Meanings," students will be "composing to practice, working together to analyze diction in poetry before being asked to tackle something individually. Last, students are asked to compose a paragraph individually, showing how diction is important to the overall meaning of a poem. This work with structure and diction will aid them in their summative assessment project later.
-Poetry-Unit-Cover-Page.docx