English 2 PreAP Poetry Unit

Objectives: The students will be able to…. …appreciate poetry as a genre …recognize and explain the significance of poetic devices …understand how authors create tone and meaning in poetry …compose analytical essays discussing how authors achieve meaning and tone in poetry.

Strategies for Learning Lesson 1: Understanding poetic structure

Strategies for Learning Lesson 1 Bell Activity With a partner, read the poems for today’s study. “Annabel Lee” by Poe “The Tide Rises, The Tide Falls” by Longfellow “Stopping by Woods on a Snowy Evening” by Frost

Strategies for Learning: Vocabulary Definitions Line A unit of attention, not necessarily a unit of sense Stanza A division of a poem created by arranging the lines into units separated by a space End-stopped A line of verse in which a logical or rhetorical pause occurs at the end of the line Enjambed Continuation of the sense and the grammatical structure beyond the line Shift A change in tone, speaker, meaning

TP-CASTT: A Method for Analyzing Poetry See handout!!

Strategies for Learning Notes Notes on line, stanza, end-stopped, enjambed using “Annabel Lee” Notes on TP-CASTT using “Annabel Lee”

Strategies for Learning Practice Partner Practice using “The Tide Rises, The Tide Falls” Label the stanzas A, B, C, etc. Count the lines in each stanza. Determine if a line is end-stopped or enjambed. Complete as much as you can of a TP-CASTT (the C may cause problems)

Your turn! For the Frost poem “Stopping By Woods on a Snowy Evening” by Robert Frost, complete the same assignments: # stanzas #lines End-Stopped or enjambed TP-CASTT

Lesson 2: Understanding Rhyme Lesson 2 Bell Activity. Lesson 2 Bell Activity. With an elbow partner, write a poem about cows. Include the following: With an elbow partner, write a poem about cows. Include the following: 2-stanzas of 3 lines each 2-stanzas of 3 lines each One enjambed line One enjambed line One end-stopped line One end-stopped line

Objectives Understand types of rhyme Understand types of rhyme Consider effects of rhyming choices Consider effects of rhyming choices

Poems to consider “Annabel Lee” by Poe “Annabel Lee” by Poe “The Tide Rises, The Tide Falls” by Longfellow “The Tide Rises, The Tide Falls” by Longfellow “Stopping by Woods on a Snowy Evening” by Frost “Stopping by Woods on a Snowy Evening” by Frost

Strategies for Learning: Vocabulary Definitions Rhyme Rhyme Repetition of identical concluding syllables Repetition of identical concluding syllables Rhyme scheme Rhyme scheme A pattern of rhyme indicated by assigning a letter of the alphabet to each rhyming sound A pattern of rhyme indicated by assigning a letter of the alphabet to each rhyming sound End rhyme End rhyme Rhyming at the end of a line Rhyming at the end of a line Internal rhyme Internal rhyme Rhyming words within a line Rhyming words within a line

Vocabulary, continued Slant or near rhyme Slant or near rhyme Concluding consonants are the same but the vowels are different (take, walk) Concluding consonants are the same but the vowels are different (take, walk) Eye or sight rhyme Eye or sight rhyme Words with the same spellings but different pronunciations (bury, fury) Words with the same spellings but different pronunciations (bury, fury) Feminine rhyme Feminine rhyme Two rhyming syllables Two rhyming syllables Masculine rhyme Masculine rhyme One rhyming syllable One rhyming syllable

Vocabulary, continued Enclosed or enveloped rhyme Enclosed or enveloped rhyme ABBA rhyme pattern ABBA rhyme pattern Interlocking rhyme Interlocking rhyme The third line of one stanza becomes the primary rhyme in the next stanza The third line of one stanza becomes the primary rhyme in the next stanza Exact rhyme Exact rhyme Same word rhyming Same word rhyming

Partner practice Time! With a partner, read and label all rhyming words in “Helen” and “To Helen.” With a partner, read and label all rhyming words in “Helen” and “To Helen.” Also, locate examples of enjambed and end-stopped lines. Also, locate examples of enjambed and end-stopped lines.

Individual Practice Time! Read and label all rhyming words in “The Raven.” Read and label all rhyming words in “The Raven.” Also, locate examples of enjambed and end-stopped lines. Also, locate examples of enjambed and end-stopped lines.

Lesson 3: Sound Devices and Figurative Language Objectives: Objectives: Be able to recognize and provide examples of various sound devices and figurative language used in poetry. Be able to recognize and provide examples of various sound devices and figurative language used in poetry. Consider how sound devices and figurative language used contribute to meaning in poetry Consider how sound devices and figurative language used contribute to meaning in poetry Discover how an author’s choice in diction can create sound imagery and meaning Discover how an author’s choice in diction can create sound imagery and meaning

TERMS TO KNOW! Alliteration Alliteration Repetition of initial consonant sounds Repetition of initial consonant sounds Assonance Assonance Repetition of vowel sounds within words that have different ending consonant sounds Repetition of vowel sounds within words that have different ending consonant sounds Consonance Consonance Repetition of consonant sounds within words Repetition of consonant sounds within words Hyperbole Hyperbole An exaggeration An exaggeration

More terms! Metaphor Metaphor A comparison of two unlike objects stating that one thing IS another A comparison of two unlike objects stating that one thing IS another Onomatopoeia Onomatopoeia Words that sound like their meaning Words that sound like their meaning Personification Personification Giving inanimate objects human characteristics Giving inanimate objects human characteristics Simile Simile Comparison of two unlike objects using like or as Comparison of two unlike objects using like or as

Partner practice Poetry Unit: Partner Practice Poetry Unit: Partner Practice Write a poem about cows that includes examples of each of these elements. Be sure to label each one! Write a poem about cows that includes examples of each of these elements. Be sure to label each one! 4+ stanzas, 3+ lines each 4+ stanzas, 3+ lines each Stanzas 1-3 should be in one tone (define it!) Stanzas 1-3 should be in one tone (define it!) Demonstrate a shift and a new tone in stanza 4 (define it!) Demonstrate a shift and a new tone in stanza 4 (define it!) An enjambed and an end-stopped line An enjambed and an end-stopped line Rhymes: masculine, feminine, slant, eye, internal, end, enclosed, interlocking, exact Rhymes: masculine, feminine, slant, eye, internal, end, enclosed, interlocking, exact Sound Devices: alliteration, assonance, consonance, onomatopoeia Sound Devices: alliteration, assonance, consonance, onomatopoeia Figurative Language: hyperbole, metaphor, personification Figurative Language: hyperbole, metaphor, personification

Individual Practice

Lesson 4: Understanding Rhythm Objectives: – Recognize metrical patterns in poetry. – Understand how authors’ choices affect meaning

Lesson 3 Bell Activity Listen to “Be Prepared” from The Lion King – Think about rhythm in the song. – How does the rhythm contribute to the song’s mood?

Learning Rhythmic Patterns Listen to “Stressed and Unstressed” and consider the definitions to the following