1. April 1, 2016 5.9 Discovering Meaning

2. In your journals  What is the purpose of poetry?  You may discuss with your family first  You need your Springboard books.

3.  Today we will: review poetic terminology  So we can : make connections to poetry  I will know I have it when I can : use poetic terminology to determine speaker’s voice. Learning Target

4. Definitions  Monologue : It is a speech or written expression of the thoughts and feelings of a character.  Narrative poem : Narrative poetry is a form of poetry which tells a story, often making use of the voices of a narrator and characters as well; the entire story is usually written in metered verse. It can be long or short, but it is usually dramatic.poetry

5. Example of Narrative Poem Paul Revere’s Ride Henry Wadsworth Longfellow (1807-1882) “ Listen my children and you shall hear Of the midnight ride of Paul Revere, On the eighteenth of April, in Seventy-five; Hardly a man is now alive Who remembers that famous day and year. He said to his friend, “If the British march By land or sea from the town to-night, Hang a lantern aloft in the belfry arch Of the North Church tower as a signal light,– One if by land, and two if by sea; And I on the opposite shore will be, Ready to ride and spread the alarm Through every Middlesex village and farm, For the country folk to be up and to arm.”  Continued…

6. “The Greatest”  http://www.youtube.com/watch?v=aqRj beSuHi8 http://www.youtube.com/watch?v=aqRj beSuHi8 Compare the tone of the song to the narrative poem, “Casey at the Bat.”

7. Objective: You will: - -understand word meaning prior to reading and increase vocabulary. - Analyze the main events of a poem. - Create a monologue in response to a poem. Product: -RAFT organizer -monologue

8. 5.10 Analyzing and Responding to “Casey at the Bat” pg 295 1. Identify the rhyme scheme (abab…) 2. Define the vocab words in the context of the poem. 3. Write a sentence summarizing the action at every 4 th stanza (4,8, and 12)in the “My Notes” section. 4. What patterns do you see with the descriptive words? 5. What grammar do you see repeated?

9. After Reading pg. 297  Answer questions 1& 2.  For #3, you may work on your netbook using the RAFT strategy (table) to create a present a monologue about the loss at Mudville. R ole A udience F ormat T opic Already given: monologue

10. 5.10 Analyzing and Responding to “Casey at the Bat” pg. 295 1. Use a highlighter to highlight descriptive words and your vocab words as we read the poem aloud. 2. Read the poem aloud again in your groups.

11. 5.10 Analyzing and Responding to “Casey at the Bat” pg. 295 1. Identify the rhyme scheme (abab…) 2. Define the vocab words in the context of the poem (out to the side). 3. Create a sentence summarizing the action at every 4 th stanza (4,8, and 12)in the “My Notes” section. 4. What patterns do you see with the descriptive words? This goes in the “My Notes” section. 5. What grammar do you see repeated? Also in the “My Notes” section.

12. After Reading pg. 297  Answer questions 1& 2.  For #3, you may work on your netbook using the RAFT strategy (table) to create a present a monologue about the loss at Mudville. R ole A udience F ormat T opic Already given: monologue

13. Example  Role: Fan  Audience: Casey  Format: Monologue  Topic: Response to Casey’s attitude at the plate. Casey, what were you thinking? Why would you take such a risk when we were all counting on you? You let your hubris, your excessive pride, overcome reason and logic when you didn’t even swing. The bases were loaded, Casey! We tried to warn you when we shouted “Fraud!” I suppose that word became a sort of foreshadowing of the moments to come. Because you are a fraud, Casey. When the chips were down, you thought more of yourself than you thought of the team. And that makes you a selfish player, Casey. Baseball isn’t about one person. It is about everyone working in symphony, as a unit. But instead, you were only thinking of yourself and the glory you sought. There is no joy in Mudville, Casey, and you are solely to blame.

14. Objective: To identify author’s purpose  Product: Students will identify purpose through the rhetorical triangle.