Here is a poem by e.e. cummings Do Now (5 min) FallingLeavesFallingLeaves Question: What effect does the structure of this poem have on you?

Structure in Poetry Activity 3.6

1.Do Now (5 min) 2.Objectives (2 min) 3.Read the Prose Version (2 min) a)Where Would You Make Line Breaks? (7 min) 4.Read Gwendolyn Brooks Version (2 min) a)The Effect of Brooks’ Structure (7 min) 5.What Literary Devices Does She Use? (10 min) 6.Prepare and Present an Oral Interpretation (5 min) 7.Listen to Brooks Oral Interpretation (5 min) 8.How Does Structure Affect Meaning? (10 min) 9.Closing (1 min) 10.Exit Slip (2 min) 11.Participation Grades (3 min) Agenda

Objectives (2 min) Language (How you will master the knowledge) By: 1.Writing a poem from a prose version a)Discussing the structure the author used b)Annotating the text to identify literary devices Content (The knowledge you’ll master today) SWBAT: 1.Create rough draft classroom norms for 10 different situations 2.Create class-wide final-draft classroom norms for 10 different situations 3.Define the word “norm” and explain why it is important to have norms Content (The knowledge you’ll master today) SWBAT: 1.Analyze the effect that structure and literary devices in a poem have on a reader

Read the Prose Version (2 min) Prose Version: The Pool Players. Seven at the Golden Shovel. We real cool. We Left school. We Lurk late. We Strike straight. We Sing sin. We Thin gin. We Jazz June. We Die soon. Ordinary written or spoken language that uses formal sentences and paragraphs What does prose mean? Objective: SWBAT: Objective: SWBAT: Analyze the effect that structure and literary devices in a poem have on a reader by discussing the structure the author used

Where Would You Make Line Breaks? (7 min) Prose Version: The Pool Players. Seven at the Golden Shovel. We real cool. We Left school. We Lurk late. We Strike straight. We Sing sin. We Thin gin. We Jazz June. We Die soon. Rewrite the Prose version into a poem that has stanzas. What is a stanza? A group of lines that form a unit within a poem Objective: SWBAT: Objective: SWBAT: Analyze the effect that structure and literary devices in a poem have on a reader by discussing the structure the author used

Read Gwendolyn Brooks Version (2 min) This is Brooks’ version. Objective: SWBAT: Objective: SWBAT: Analyze the effect that structure and literary devices in a poem have on a reader by discussing the structure the author used

The Effect of Brooks’ Structure (7 min) What effect does the authors poetic structure (her use of line breaks and stanzas) have on you? Objective: SWBAT: Objective: SWBAT: Analyze the effect that structure and literary devices in a poem have on a reader by discussing the structure the author used

What Literary Devices Does She Use? (10 min) What literary devices (also known as writing techniques) does Brooks use? HINT: Use your Literary Device Glossary on p. 206 Objective: SWBAT: Objective: SWBAT: Analyze the effect that structure and literary devices in a poem have on a reader by discussing the structure the author used and by annotating the text to identify literary devices

Prepare and Present an Oral Interpretation (5 min) Based on your understanding of the poem and your understanding of how the effect that the structure and literary devices have on you, Prepare and present an oral interpretation of this poem Objective: SWBAT: Objective: SWBAT: Analyze the effect that structure and literary devices in a poem have on a reader by discussing the structure the author used

Listen to Brooks Oral Interpretation (5 min) Let’s listen to how Brooks herself reads this poem! Objective: SWBAT: Objective: SWBAT: Analyze the effect that structure and literary devices in a poem have on a reader by discussing the structure the author used

How Does Structure Affect Meaning? (10 min) How does the structure affect the meaning? Objective: SWBAT: Objective: SWBAT: Analyze the effect that structure and literary devices in a poem have on a reader by discussing the structure the author used

Closing (1 min) Content (The knowledge you’ll master today) SWBAT: 1.Create rough draft classroom norms for 10 different situations 2.Create class-wide final-draft classroom norms for 10 different situations 3.Define the word “norm” and explain why it is important to have norms  Did you master the following objectives? Language (How you will master the knowledge) By: 1.Writing a poem from a prose version a)Discussing the structure the author used b)Annotating the text to identify literary devices Content (The knowledge you’ll master today) SWBAT: 1.Analyze the effect that structure and literary devices in a poem have on a reader

Exit Slip (3 min) How did the structure of Brooks’ poem We Real Cool affect you?

Your 5-point daily participation grade is based on CLA’s core-values: CLA Students are S.M.A.R.T. SMART (Participation) Grade (5 min) What do you deserve today? *One point for each core-value (5 points possible each day). I reserve the right to change these grades. S = Self-Controlled M = Motivated A = Accountable R = Respectful T = Timely Each day YOU will decide the grade you deserve.*