Bell Ringer

The Language of Poetry Unit: 02A – 01; Daily Lesson 6-9 READING: TEKS E1.Fig19B; E1.3A; WORD STUDY: TEKS E1.1D; Ongoing TEKS E1.1; E1.1D, E WRITING: TEKS E E1.13A, B; E1. 14B

Let’s Review the Following What do you think the word/phrase means? What is the origin of the word or phrase? What information do you need to use the word/phrase correctly in a sentence? What visual would best represent this word? (Write a sentence below the visual using the word/phrase correctly in context.)

Understandings and Questions Understanding new words, concepts, and relationships enhances comprehension and oral and written communication. Literary techniques are used to heighten interest, appeal to an audience, and effectively communicate a message. How do authors determine which literary techniques to use? How have other languages influenced the English language? How does a poet’s use of literary techniques affect his or her message? How does a poet’s use of literary devices enhance meaning? How does an understanding of foreign words help my comprehension of written text?

Content Objectives Describe the origins and meanings of foreign words used frequently in written English. Students analyze the effects of diction and imagery in a self-selected poem. Students describe the origins and meanings of foreign words or phrases used frequently in written English. Literary techniques are used to heighten interest, appeal to an audience, and effectively communicate a message.

V ocabulary of Instruction Foreign word cliché Carte blanche Tête-à-tête carpe diem bon appetite Quid pro quo Response Interpretation Possible examples of structural elements: Rhyme scheme - the pattern of rhyming lines (e.g., ABAB, ABBA) Meter - the basic rhythmic structure in verse composed of stressed and unstressed syllables. Iambic Pentameter is the most common meter in English verse.

Assignment: “Write multiple entries that demonstrate knowledge of new words, their meanings, and origins.” Write the Foreign words and phrases used frequently in written English, and the meanings in your Vocabulary Notebook: cliché Carte blanche Tête-à-tête carpe diem bon appetite Quid pro quo

1. Get out the list of foreign words and phrases. Copy the words into the Vocabulary Notebook, leave several lines empty between each word. 2. Have you seen or heard these words before? 3. What do you think they mean? Students share ideas in partners and record predicted meanings in the Vocabulary Notebook. 4. With a partner, confirm the definitions using a dictionary (printed or electronic) and create visual representations of the words/phrases in the Vocabulary Notebook.

Activity 1. Examine foreign words and phrases used frequently in written English. 2. You will work with a partner, use classroom resources to research the assigned words and record information in the Vocabulary Notebook. 3. Select and begin analyzing a poem for the poet’s use of diction and imagery. Use the library/media center materials.

Analyzing 1. Research your assigned foreign word or phrase. In the Vocabulary Notebook, students respond to the following: What do you think the word/phrase means? What is the origin of the word or phrase? 2. Select a topic and begin writing an original poem using a variety of poetic techniques.

Assignment Reading Appetizer. You should use a variety of poetic techniques (e.g., structural elements, figurative language) and a variety of poetic forms (e.g., sonnets, ballads). Use the writing process to compose an original poem using a variety of poetic techniques. Use effective speaking skills to present your poem to the class or a small group. Present findings in a visual format (e.g., collage, scrapbook page, original drawings) and provide text evidence to support your analysis.

clichécliché originally referred to a printer's block used to reproduce type, compare the original meaning of stereotype. A phrase that has become trite through overuse; a stereotype.stereotype clique a small exclusive group of friends; always used in a pejorative way in French.clique carpe diem (kar'pay dee'um) [Lat.]: seize the day. “So what if you have an 8:00 a.m. meeting tomorrow and various appointments? Carpe diem!” carte blanche (kart blonsh') [Fr.]: unrestricted power to act on one's own. “I may have carte blanche around the office, but at home I'm a slave to my family's demands.” carte blanche Denotative meaning: "white card" Connotative meaning: (i.e. blank check); unlimited authority.carte blancheblank check Tableau chalkboard. The meaning is broader in French: all types of board (chalkboard, whiteboard, notice board…). Refers also to a painting (see tableau vivant, below) or a table (chart). tête-à-têtetête-à-tête (literal ) Denotative meaning. "head to head"; Connotative meaning: an intimate get-together or private conversation between two people. bon appétitbon appétit (literal)Denotative. "good appetite"; Connotative enjoy your meal, French quid pro quo (kwid' pro kwoh') [Lat.]: something for something; an equal exchange. “She vowed that when she had the means, she would return his favors quid pro quo.”

Closure: How do authors determine which literary techniques to use? How have other languages influenced the English language? Choose a poem that you like and record the selected poem’s title and poet on a notecard. Hand it to me as you leave the class. 1. Student pairs meet with other pairs that have the same word/phrase and compare visuals/sentences. 2. Student pairs post new words on the Word Wall. 3. Students display the completed visuals at their desks or tables. Conduct a Gallery Walk so that students can view others’ representations. Share poetic techniques used in your poems. Put your notebook away.

Vocabulary of Instruction Diction Imagery Materials Poetry anthologies or library/media center access Notecard (1 per student) Advance Preparation 1. Prepare to display visuals as appropriate. 2. Arrange for students to have access to either the library/media center or to classroom sets of poetry anthologies. They will need to select a poem to use to complete the Performance Indicator. Background Information Steps in analysis: Identify imagery and diction Describe and analyze the effects This Instructional Routine partially assesses Performance Indicator: “Select a poem and analyze the effects of the poet’s use of diction and imagery. Present findings in a visual format (e.g., collage, scrapbook page, original drawings) and provide text evidence to support your analysis.”

Creating Word Lists of Foreign Words When creating word lists of foreign words, consider grouping foreign words by their country of origin on the class Word Wall Add a unique word to the Word Wall. This will help you see the diversity in the words added to everyday vocabulary. Technology Foreign words and phrases can be found online. Searching for words under their specific origin (Example: Japanese words used commonly in the English language) will help to streamline your search.

Assignment Create a list of 3–5 foreign words or phrases which have been adapted into daily language (i.e., karate). Write each word or phrase on its own note card, duplicating so that each pair receives a card. You may use multiple cards with the same word/phrase. Write multiple notebook entries that demonstrate knowledge of new words, their meanings, and origins.

Materials Reading Appetizer ( Writing Lesson) Dictionary Note card Internet access List of foreign words and phrases which have been adapted into daily language SEE ATTACHED

Materials 1. Reading Appetizer 2. What must a poet consider before writing? 3. Discuss and list responses, including poetic form (review if necessary), poetic techniques, historical context, point of view, etc. 4. Instruct students to record notes in the Writer’s Notebook. 5. Remind students that they have identified and analyzed each of these techniques while reading poetry. You will now apply an understanding of these techniques to compose original poems. Emphasize the connection between reading and writing. 6. Use the writing process to write an original poem on a topic of interest, employing some of the same techniques studied during this unit. 7. Listen to the process and select a topic of interest, determining a poetic form (e.g., sonnet, ballad), and drafting an original poem using poetic techniques. 8. Use effective speaking skills to present your poem to the class.