POETRY ANALYSIS. LEARNING OBJECTIVES Students will be able to analyze various historical poems as well as locate literary devices found within these poems.

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Presentation transcript:

POETRY ANALYSIS

LEARNING OBJECTIVES Students will be able to analyze various historical poems as well as locate literary devices found within these poems.

SELF REFLECTIVE SCALE 4 – I am a poetry genius! I feel extremely comfortable reading and analyzing poetry and can write an essay based on my analysis. 3 - I am a poetry enthusiast. I love poetry however I am not comfortable reading and analyzing poetry on my own. After receiving help from my peers or teachers I could then write an essay. 2 – I am a poetry amateur. I can dabble in some poetry however I need a lot of help analyzing a poem. I definitely do not not feel comfortable writing an essay. 1 – I am a poetry school drop out. I cannot analyze poetry on my own at all, even with help. I definitely do not feel comfortable writing an essay.

WARM UP Make a list of associations you have with the word “voice.”

YOUR VOICE Make a sound, using your own voice, without words, to express how you are feeling at the moment. Turn to your neighbor and repeat the noise or sound you just made. Your neighbor should describe the sound they heard and write it in their journals/notebook. Then tell the “voicer” what you heard. * Make sure you begin by telling the “voicer” the characteristics of the sounds, and then go into your interpretations of what they think the sounds mean, based on what you heard.

GROUP DISCUSSION What does a person’s voice tell us without words and how does it tell us this?

CAN I HAVE A VOLUNTEER?! You are going to be the “voicer.” Make the noise you made earlier. As a class, listen to the noise the student makes and describe it in your journal/notebook. This time the voicer is going to use words as well as the characteristics noted earlier to express how they are feeling. As a class, how is the voicer’s explanation different from what you heard without words?

Today you are going to read various poems within small groups. As your group reads the poem independently, refer back to the list of characteristics of voice that is on the board. While reading the poem you will make a T-Chart in your notebook. See below: Select the poet’s voice to which you most relate to or personally respond to. Share your responses with the group. What jumps out at me… Why this is important to the poet’s voice/poem and if/how it is important to you, as a reader…

GROUPS Group 1:Group 2:Group 3:Group 4:Group 5: Sean Gabby Megan Dahyo Chris Danielle Joy Alex Julia Arth Katy Lisa Stephanie Jake Allie Jarod Emma Gurkirat Sam Michaela Matt Rachel Liza Chyna

GROUPS Group 1:Group 2:Group 3:Group 4:Group 5: Cole Sam Gilda Zaire Naomi Jared Brianna D. Chyna Kevin Ben G. JayJay Jaymee Hannah Adam Phi David Hafsa Hafsa Maddie Dennis Dennis Abigail L Brianna S TJ Brianna S TJ Rachel Danielle Ethan Ben Taub Ramez Aaron

SELECT ONE Select the poet’s voice to which you most relate to or personally respond to. Share your responses with the group. *Select one person to share with the class after you have shared!

CLASS DISCUSSION Share a brief summary of your poem with the class. Explain why you relate to this poet’s voice by giving examples from the text from the poem.

SELF REFLECTIVE SCALE 4 – I am a poetry genius! I feel extremely comfortable reading and analyzing poetry and can write an essay based on my analysis. 3 - I am a poetry enthusiast. I love poetry however I am not comfortable reading and analyzing poetry on my own. After receiving help from my peers or teachers I could then write an essay. 2 – I am a poetry amateur. I can dabble in some poetry however I need a lot of help analyzing a poem. I definitely do not not feel comfortable writing an essay. 1 – I am a poetry school drop out. I cannot analyze poetry on my own at all, even with help. I definitely do not feel comfortable writing an essay.