English I Honors Lesson Plans Third Nine Weeks Poetry Review Overview/Objectives: This week, students will define and apply poetic devices and be introduced to The Tragedy of Romeo and Juliet with a close reading and annotation of the Prologue. Week of January 14

MONDAY, JANUARY 14 Today we will: You will need: Review PERSONIFICATION Complete a worksheet and write a poem You will need: Loose-leaf paper, binder or notebook Pen or pencil Please turn in your signed syllabus. If you have a two-pocket folder, take it out and write your name on the front and put it in the appropriate drawer.

Personification A type of figurative language that gives animals, ideas, or inanimate objects human traits and characteristics.

What is the object being personified? How is personification being used? What is the meaning of the personification?

The microwave timer told me it was time to turn my TV dinner.

The microwave timer told me it was time to turn my TV dinner.

The microwave timer told me it was time to turn my TV dinner. The microwave timer beeped.

The video camera observed the whole scene.

The video camera observed the whole scene.

The video camera observed the whole scene. The video camera recorded it.

The strawberries seemed to sing, "Eat me first!"

The strawberries seemed to sing, "Eat me first!"

The strawberries seemed to sing, "Eat me first!" The strawberries were very tempting.

The rain kissed my cheeks as it fell.

The rain kissed my cheeks as it fell.

The rain kissed my cheeks as it fell. The rain touched my cheeks as it fell.

The water beckoned invitingly to the hot swimmers.

The water beckoned invitingly to the hot swimmers.

The water beckoned invitingly to the hot swimmers. The water looked cool and inviting.

The car engine coughed and sputtered when it started during the blizzard.

The car engine coughed and sputtered when it started during the blizzard.

The car engine had trouble starting up. The car engine coughed and sputtered when it started during the blizzard. The car engine had trouble starting up.

Personification Practice Check to see if you know what personification is. Click on the lines that you think are examples of personification.

Walking desks took over town. I listen to the wind. The snake loves food. The moon dances around my fear. Ronnie Johnson smiles at the fox. Wind whispers like a tree in the breeze. A rock smiles when people sit on it and read. The cars dance across the icy road.

Fill in the blanks to create personification. 1. The leaves ___________ as they fell to the ground. 2. The wind ____________ through the falling leaves. 3. The daffodils ______________ at the walkers-by. 4. The snow _______________upon the rooftops. 5. The china _____________ during the earthquake.

How can we use personification in a poem?

The Sun Just Had a Nasty Day by Denise Rodgers The sun just had a nasty day, refused to smile or shine. It stayed behind the dark gray clouds, a mottled, grim design. But shortly after dinner time one ray poked though the gray, a spark of golden yellow warmth reminding us of day. If you want to please us, Sun, (don't take this as a warning) if you're going to pierce the clouds, please do it in the morning.

Two Sunflowers Move in the Yellow Room "Ah, William, we're weary of weather," said the sunflowers, shining with dew. "Our traveling habits have tired us. Can you give us a room with a view?" They arranged themselves at the window and counted the steps of the sun, and they both took root in the carpet where the topaz tortoises run. William Blake

The Railway Train I like to see it lap the miles, And lick the valleys up, And stop to feed itself at tanks; And then, prodigious, step Around a pile of mountains, And, supercilious, peer In shanties by the sides of roads; And then a quarry pare

To fit its sides, and crawl between, Complaining all the while In horrid, hooting stanza; Then chase itself down hill And neigh like Boanerges; Then, punctual as a star, Stop-docile and omnipotent- At its own stable door. By Emily Dickinson

Work with a partner… Work with your partner to complete the worksheet 15 minutes

Write a poem using personification Choose any object or objects within your theme and write a poem about it/them using personification. Your poem must be at least three stanza’s long. Each stanza should have at least four lines. You may choose to write the poem as though from the point of view of the object. You may choose to use dialogue as personification. You may choose to give your objects human qualities in order to personify them.

Monday, January 14 HOMEWORK Complete any unfinished class work

TUESDAY, JANUARY 15 Today we will: You will need: Participate in a gallery walk of poetry Work together to identify poetic devices You will need: Loose-leaf paper Pen or pencil

Review Last week, we reviewed several poetic devices and explored how they are used in poetry to add meaning. This week, we will identify poetic devices as used in poetry and analyze a poem for meaning. We will then learn how Shakespeare uses some of these devices in his sonnets and read and annotate the prologue of The Tragedy of Romeo and Juliet.

Today we will complete a gallery walk of poetry. What is a gallery walk? A gallery walk is a classroom activity in which students are encouraged to walk around the class room and view multiple texts or images. Students may engage in quiet conversation but should treat the activity as though they are walking through the gallery of a museum. Students will complete an activity based on the knowledge acquired from their walk.

Individual Assignment Instructions: Quietly walk around the room and read each poem. Once you have read each poem, choose one to analyze. Take a seat at that table and complete this analysis worksheet. If all of the seats are already taken, you must choose another poem. Once you have completed this worksheet, make sure your name is written at the top and turn it in for a grade. If you cannot properly follow instructions, you will not be allowed to participate in the gallery walk activity, which means you will receive a zero. 10 minutes

Tuesday, January 15 HOMEWORK Complete any unfinished class work.

WEDNESDAY, JANUARY 16 Today we will: You will need: Learn about Shakespearean sonnets Identify the rhyme scheme for the prologue of The Tragedy of Romeo and Juliet by William Shakespeare You will need: The “Romeo & Juliet” Prologue Worksheet Pen or pencil Please turn in your signed syllabus. If you have a two-pocket folder, take it out and write your name on the front and put it in the appropriate drawer.

Review Yesterday, we honed in on our poetic devices skills. Today, we will learn about the Shakespearean sonnet. We will then identify the rhyme scheme for the prologue from The Tragedy of Romeo and Juliet by William Shakespeare which is the first and most famous sonnet in the play. Finally, we will begin writing our own Shakespearean Sonnet.

The Shakespearean Sonnet English I Mrs. Groomer

What is the purpose and goal of this lesson? To learn about the style, rhyme scheme, and meter of the Shakespearian Sonnet. GOAL: At completion, you will be able to recognize and identify the style, rhyme scheme, and format of the Shakespearian Sonnet, and – wait for it – YOU WILL WRITE YOUR OWN SONNET! Pretty Cool, huh?

…but why do I have to learn this stuff? IT’S SIMPLE… Sonnets are full of romantic language and emotion. Writing sonnets forces us to use words in ways we never imagined – it helps us develop better thinking and communication skills. Besides, there are lots of references to sonnets in our society today, like music. At any rate, HERE WE GO!!!

Our first objective is to learn what a sonnet is and how many lines of verse it contains. YOU CAN DO THIS!

Sonnet means “little song.” It has 14 lines of rhymed verse, so it really is like a “little song.” Those 14 lines, however, are arranged in a specific way.

In a Shakespearean Sonnet, the 14 lines are arranged as follows: 3 quatrains + 1 couplet

What is a quatrain, you ask… A QUATRAIN has 4 lines (The root QUAD means FOUR- Get it?) A COUPLET has 2 lines (That’s right - COUPLE means TWO. Boy, you’re fast)

Let’s do the math! 3 x 4 + 2 = 14 A sonnet is 14 lines long. A sonnet has 3 quatrains and 1 couplet. A quatrain is four lines and a couplet is two lines. 3 x 4 + 2 = 14 A sonnet is 14 lines long.

Our next objective is to define iambic pentameter First, it is pronounced EYE-AM-BICK PEN-TA-ME-TER Basically, it is a line of poetry that is 10 syllables long.

All sonnets are written in iambic pentameter This means that each of the 14 lines in a sonnet has exactly 10 syllables. For example… “I waked, she fled And day brought back my night.”

Which of the following is NOT written in iambic pentameter? My lover’s eyes are of the deepest blue. Filled with sad tales of true love once denied. All shaded and shadowed with different hues. Of desire once free that is now confined.

Which of the following is NOT written in iambic pentameter? My lover’s eyes are of the deepest blue. Filled with sad tales of true love once denied. All shaded and shadowed with different hues. Of desire once free that is now confined. GOOD JOB!

Our final objective is to recognize the rhyme scheme of a Shakespearean Sonnet. Shakespeare wrote over 150 sonnets. All Shakespearean sonnets follow a specific rhyme scheme. Let’s take a look…

Below is the prologue to “Romeo & Juliet” See if you can identify the rhyme scheme… Two households, both alike in dignity, In fair Verona, where we lay our scene, From ancient grudge break to new mutiny, Where civil blood makes civil hands unclean. From forth the fatal loins of these two foes A pair of star-cross'd lovers take their life; Whose misadventured piteous overthrows Do with their death bury their parents' strife. The fearful passage of their death-mark'd love, And the continuance of their parents' rage, Which, but their children's end, nought could remove, Is now the two hours' traffic of our stage; The which if you with patient ears attend, What here shall miss, our toil shall strive to mend.

Below is the prologue to “Romeo & Juliet” See if you can identify the rhyme scheme… Two households, both alike in dignity, A In fair Verona, where we lay our scene, From ancient grudge break to new mutiny, A Where civil blood makes civil hands unclean. From forth the fatal loins of these two foes A pair of star-cross'd lovers take their life; Whose misadventured piteous overthrows Do with their death bury their parents' strife. The fearful passage of their death-mark'd love, And the continuance of their parents' rage, Which, but their children's end, nought could remove, Is now the two hours' traffic of our stage; The which if you with patient ears attend, What here shall miss, our toil shall strive to mend.

Below is the prologue to “Romeo & Juliet” See if you can identify the rhyme scheme… Two households, both alike in dignity, In fair Verona, where we lay our scene, B From ancient grudge break to new mutiny, Where civil blood makes civil hands unclean. B From forth the fatal loins of these two foes A pair of star-cross'd lovers take their life; Whose misadventured piteous overthrows Do with their death bury their parents' strife. The fearful passage of their death-mark'd love, And the continuance of their parents' rage, Which, but their children's end, nought could remove, Is now the two hours' traffic of our stage; The which if you with patient ears attend, What here shall miss, our toil shall strive to mend.

Below is the prologue to “Romeo & Juliet” See if you can identify the rhyme scheme… Two households, both alike in dignity, In fair Verona, where we lay our scene, From ancient grudge break to new mutiny, Where civil blood makes civil hands unclean. From forth the fatal loins of these two foes C A pair of star-cross'd lovers take their life; Whose misadventured piteous overthrows C Do with their death bury their parents' strife. The fearful passage of their death-mark'd love, And the continuance of their parents' rage, Which, but their children's end, nought could remove, Is now the two hours' traffic of our stage; The which if you with patient ears attend, What here shall miss, our toil shall strive to mend.

Below is the prologue to “Romeo & Juliet” See if you can identify the rhyme scheme… Two households, both alike in dignity, In fair Verona, where we lay our scene, From ancient grudge break to new mutiny, Where civil blood makes civil hands unclean. From forth the fatal loins of these two foes A pair of star-cross'd lovers take their life; D Whose misadventured piteous overthrows Do with their death bury their parents' strife. D The fearful passage of their death-mark'd love, And the continuance of their parents' rage, Which, but their children's end, nought could remove, Is now the two hours' traffic of our stage; The which if you with patient ears attend, What here shall miss, our toil shall strive to mend.

Below is the prologue to “Romeo & Juliet” See if you can identify the rhyme scheme… Two households, both alike in dignity, In fair Verona, where we lay our scene, From ancient grudge break to new mutiny, Where civil blood makes civil hands unclean. From forth the fatal loins of these two foes A pair of star-cross'd lovers take their life; Whose misadventured piteous overthrows Do with their death bury their parents' strife. The fearful passage of their death-mark'd love, E And the continuance of their parents' rage, Which, but their children's end, nought could remove, E Is now the two hours' traffic of our stage; The which if you with patient ears attend, What here shall miss, our toil shall strive to mend.

Below is the prologue to “Romeo & Juliet” See if you can identify the rhyme scheme… Two households, both alike in dignity, In fair Verona, where we lay our scene, From ancient grudge break to new mutiny, Where civil blood makes civil hands unclean. From forth the fatal loins of these two foes A pair of star-cross'd lovers take their life; Whose misadventured piteous overthrows Do with their death bury their parents' strife. The fearful passage of their death-mark'd love, And the continuance of their parents' rage, F Which, but their children's end, nought could remove, Is now the two hours' traffic of our stage; F The which if you with patient ears attend, What here shall miss, our toil shall strive to mend.

Below is the prologue to “Romeo & Juliet” See if you can identify the rhyme scheme… Two households, both alike in dignity, In fair Verona, where we lay our scene, From ancient grudge break to new mutiny, Where civil blood makes civil hands unclean. From forth the fatal loins of these two foes A pair of star-cross'd lovers take their life; Whose misadventured piteous overthrows Do with their death bury their parents' strife. The fearful passage of their death-mark'd love, And the continuance of their parents' rage, Which, but their children's end, nought could remove, Is now the two hours' traffic of our stage; The which if you with patient ears attend, G What here shall miss, our toil shall strive to mend. G

Below is the prologue to “Romeo & Juliet” See if you can identify the rhyme scheme… Two households, both alike in dignity, A In fair Verona, where we lay our scene, B From ancient grudge break to new mutiny, A Where civil blood makes civil hands unclean. B From forth the fatal loins of these two foes C A pair of star-cross'd lovers take their life; D Whose misadventured piteous overthrows C Do with their death bury their parents' strife. D The fearful passage of their death-mark'd love, E And the continuance of their parents' rage, F Which, but their children's end, nought could remove, E Is now the two hours' traffic of our stage; F The which if you with patient ears attend, G What here shall miss, our toil shall strive to mend. G

Did you recognize the rhyme scheme? ABABCDCDEFEFGG Did you notice the arrangement of 3 quatrains… ABAB – CDCD – EFEF and 1 couplet? GG Did you catch the iambic pentameter of 10 syllables per line? AWESOME, RIGHT?

Are you ready to write your own sonnet? GREAT! Your group will work together to write a sonnet. You must follow all the rules of the Shakespearean Sonnet. GOOD LUCK!

Work alone, with a partner, or with a group… You may work alone, with a partner, or with your group to write a “Shakespearean Sonnet.” Make sure you are following ALL of the rules for the sonnet. Also, a sonnet typically deals with the subject of LOVE, so make sure your sonnet has something to do with LOVE. If you work with a partner or group, your sonnet does not need to match your overall poetry project theme. You will still need to include your sonnet in your poetry project.

Wednesday, January 16 HOMEWORK Independent Reading Assignment Book Approval Form (due Tuesday)

THURSDAY, JANUARY 17 Today we will: You will need: Complete your Shakespearean Sonnet Check out The Tragedy of Romeo and Juliet from the Library Retrieve Guidebooks and folders from previous teachers You will need: Your Shakespearean Sonnet Pen or pencil Please turn in your signed syllabus. If you have a two-pocket folder, take it out and write your name on the front and put it in the appropriate drawer.

Review Yesterday, we learned about the Shakespearean sonnet then read and annotated the prologue from The Tragedy of Romeo and Juliet by William Shakespeare which is the first and most famous sonnet in the play. Today, we will complete our sonnets, retrieve our guidebooks and folders from previous teachers, and go to the library to check out our copy of The Tragedy of Romeo and Juliet by William Shakespeare First, however, we will review the requirements for vocabulary and sentences.

Vocabulary: Write the italicized word from each sentence and the form of the word (noun, verb, etc.) in column 3 Complete the last two columns for each word. Choose any five words and on a separate sheet of loose-leaf paper, write a sentence with each following the standard vocabulary sentence format and rules.

Sentence Requirements: Choose five of the vocabulary words. Write a sentence using each of the words. Underline or highlight the correctly used vocabulary word in each sentence. Each sentence must include who, what, when, where, and why (or how). Under the sentence, identify each of the above elements. In addition, you are not to use any of the following: forms of the verb "be" (am, is, are, was, were, be, being, been) personal pronouns (I, me, you, your) contractions (use “cannot” instead of “can’t”, etc.)

regard with disgust and hatred Example: abhor to fear or be afraid of regard with disgust and hatred verb Alex abhors doing his homework at the dining room table every night because it is hard for him to concentrate. Who: Alex What: abhors doing his homework Where: at the dining room table When: every night Why: because it is hard for him to concentrate

GRADING Using correct format is worth 1 point each for a total of 5 points. Using correct grammar and writing requirements is also worth 1 point each for another 5 points. In addition, one sentence will be graded for the correctness using who, what, when, where, and why for an additional 5 points. Therefore, you have the potential to earn 15 points on your sentences. Sentences that do not meet all requirements will lose points accordingly.

Continued… All vocabulary work is considered HOMEWORK. We will not work on vocabulary during normal class hours; however, feel free to ask for a pass during APP if you feel you need help. Also, any time you complete your normal class work early, you may take out your vocabulary and work on it. Vocabulary work/sentences are accepted ONE day late with a 10% grade penalty (unless you have an excused absence on the day it was due) – after one day, it is a zero.

Work alone, with a partner, or with a group… Continue to work alone, with a partner, or with a group to complete your “Shakespearean Sonnet.” Make sure you are following ALL of the rules for the sonnet.

Thursday, January 17 HOMEWORK Independent Reading Assignment Book Approval Form (due Tuesday) Work on Romeo & Juliet Vocabulary #1

FRIDAY, JANUARY 18 Today we will: You will need: Practice using meter in a poem Review poetic devices in preparation for test You will need: Charge of the Light Brigade Handout Pen or Pencil Please take a worksheet from the tray.

Friday, January 18 HOMEWORK Complete any unfinished class work Independent Reading Assignment Book Approval Form Study for poetry test Work on Romeo & Juliet Vocabulary #1