English I Honors Lesson Plans Third Nine Weeks Poetry Review

English I Honors Lesson Plans Third Nine Weeks Poetry Review
Overview/Objectives: This week, students will define and apply poetic devices. . Week of January 7

MONDAY, JANUARY 7 Today we will: You will need:
Take a poetic devices pop quiz Review syllabus Write poetic terms definitions You will need: Loose-leaf paper Pen or pencil

English I Honors Semester B
Mrs. Groomer

Course description This is a required class.
If you do not pass this semester, you will have to repeat this semester. We will be studying poetry, Romeo & Juliet, Mythology & the Odyssey You will be expected to read and complete homework outside of class.

Assignments/Homework
All assignments and homework will be posted in the classroom as well as on my website. It is your responsibility to write down each assignment, complete the assignment, and bring it to class on the day it is due. All work is to be turned in to the designated area. DO NOT PUT ANY WORK ON MY DESK!

Written Assignments All hand written assignments must be written in blue or black ink only and submitted on loose-leaf paper (torn notebook paper will not be accepted). Formal essays are expected to be typed and follow MLA standards as well as the rules of formal writing Any formal written assignment that does not adhere to these rules will not be graded until corrected, at which point it will be treated as a late assignment and will be subject to penalization of points. If you have trouble printing an assignment, you can it to me; however, it must be ed as a Microsoft Word or PDF attachment Assignments on flash drives WILL NOT be accepted.

Vocabulary Assignments
We will have a regular schedule of vocabulary assignments for each lesson. Each assignment is considered homework and will not be worked on in class. Vocabulary requirements can be found on my teacher website.

Grading System Each assignment will be worth a given number of points depending on the significance of the assignment. All points will be added together at the end of the nine-week period resulting in 80% of the grade. The exam will count as 20%.

Absenteeism and Make-Up Work
The St. Tammany Parish School Board states that a student has as many days to make up work as he/she has in excused absences (without an excused absence, you are not allowed to make-up any missed work or tests given that day) Assignments are posted on my website and in the classroom. It is your responsibility to make-up assignments and tests. Any assignments or tests not completed in the given time allowance will receive a zero. I WILL NOT REMIND YOU TO DO THIS!

Late Work Most assignments may be turned in one day late for a letter grade lower than the actual grade earned for the assignment. Projects that are more than one day late will receive a zero. TURN IN WORK ON TIME!

Plagiarism To plagiarize is "to steal and pass off (the ideas or words of another) as one's own" (Webster's Ninth New Collegiate Dictionary). All of the work that you submit for this class should be an original product produced by you. If you plagiarize on any assignment you will be given an automatic zero, and you will be referred to the office for disciplinary action. DO YOUR OWN WORK!

Classroom Procedures:
Class tardies will not be tolerated. You will not be allowed to leave the classroom during instructional time. Food and drink are not allowed in the classroom. Please clean up your area before you leave. When the dismissal bell rings, remain seated and quiet until dismissed.

Behavior/Rules: Now that you are in high school, you are expected to conduct yourselves as young adults. Inappropriate behavior will not be tolerated. You are expected to come to class on time and be prepared to begin working immediately.

Supplies You will need: a two-pocket folder to be kept in class
a binder to be kept in class loose-leaf paper a black or blue ink pen (no colored ink) highlighters of different colors a good attitude Please bring one of the following according to your class period: 1st Period: Kleenex 2nd Period: Kleenex 3rd Period: Paper Towels 4th Period: Paper Towels 5th Period: Baby Wipes 6th Period: Baby Wipes

Contact Me The best way is by email.
or go to the NHS website and click Faculty; then find my name and click site This will take you to my teacher webpage, where you can find my address and homework assignments, etc.

Thank you for taking the time to review these classroom procedures.

Individual Assignment
Create a split-page notes sheet Copy the poetry terms on one side Write the definition for each term on the other side This assignment is due today at the end of the class period

Split Page Notes Poetry Terms Definitions

TUESDAY, JANUARY 8 Today we will: You will need:
Review SIMILES and METAPHORS Complete a worksheet and write a poem You will need: Loose-leaf paper, binder or notebook Pen or pencil Please turn in your signed syllabus. If you have a two-pocket folder, take it out and write your name on the front and put it in the appropriate drawer.

Simile vs. Metaphor Your challenge today is to recognise the difference between a simile and a metaphor, can you do it? 20

Simile A simile is where two things are directly compared, and “as” or “like” is usually used to compare. 21

Example #1: He was slow like a snail.
This is a example of a simile because it is comparing two nouns, a person and a snail, using “like.” 22

"The water is like the sun.”
Example #2: "The water is like the sun.” This is an example of simile because although water and the sun have little in common, they're being compared to one another using “like.” 23

"The rain falls like the sun, rising upon the mountains.”
Example #3: "The rain falls like the sun, rising upon the mountains.” This is an example of simile because it compares the action of one noun to the action of another unlike noun using “like.” 24

Metaphor A metaphor also compares two things, but it does it more directly without using “as” or “like”. 25

The shop was a little gold mine.
Example #1: The shop was a little gold mine. This is an example of a metaphor because it compares the shop to a gold mine without using “like” or “as.” 26

Example #2: I am a rainbow.
"I am a rainbow" is a example of metaphor because it is comparing two nouns, a person, and a rainbow, but does not use like or as. 27

Example #3: I am not Anger.
"I am not anger" is an example of metaphor because it is contrasting two nouns. 28

Lets see how clever you are
Lets see how clever you are! Do you think you are clever enough to be able to tell me if these following sentences use a simile or a metaphor? We shall see! 29

As slippery as an eel. Simile Metaphor 30

He was a lion in battle. Simile Metaphor 31

She is as pretty as a picture.
Simile Metaphor 32

The clouds were fluffy like cotton wool.
Simile Metaphor 33

The striker was a goal machine.
Simile Metaphor 34

Great work ! 35

Work with a partner… Work with your partner to complete the worksheet
15 minutes

Write a Simile/Metaphor Poem
Honors Write a Simile/Metaphor Poem Write a poem about a memory of an animal or person Your poem must be at least three stanza’s long Each stanza must be at least four lines (or verses) long Each stanza must include at least one simile or metaphor Your poem must reflect your overall chosen theme/topic

Tuesday, January 8 DUE TODAY HOMEWORK
Split page poetry terms and definitions Complete any unfinished class work

WEDNESDAY, JANUARY 9 Today we will: You will need:
Review ALLITERATION and ONOMATOPOEIA Complete a worksheet and write a poem You will need: Loose-leaf paper, binder or notebook Pen or pencil Please turn in your signed syllabus. If you have a two-pocket folder, take it out and write your name on the front and put it in the appropriate drawer.

Alliteration in Poetry

Alliteration the repetition of beginning consonant sounds to create a mood or feeling in writing.

Remember when you were little and enjoyed tongue twisters like:
She sells sea shells by the seashore.

Notice the beginning sounds:
She sells sea shells by the seashore.

She sells sea shells by the seashore. Peter Piper picked a peck of pickled peppers.

She sells sea shells by the seashore. Peter Piper picked a peck of pickled peppers. How much wood would a woodchuck chuck if a woodchuck could chuck wood?

Examples Crunchy crispy cracker crust freshly-fried fish flesh
please pay promptly three twigs twined tightly

Examples Pick a partner and practice passing,
for if you pass proficiently, perhaps you’ll play professionally.

Writers generally don't repeat these consonant sounds quite as often as they are repeated in tongue twisters! If they did it might distract the reader. Instead alliteration is used more selectively to help set a mood or to repeat a sound that occurs in life.

Read the following poem and look for the use of alliteration:

A Hippo's a Heap A hippo's a heap About to pop, He's so colossal
by Beverly Mcloughland A hippo's a heap About to pop, He's so colossal He'd better stop -- He's chock full of chow With no more room -- Just one more swallow and … KA-BOOM!

Just one more swallow and … KA-BOOM!
In this poem about a hippopotamus, Beverly Mcloughland uses alliteration to add to the fun by not only using rhyming words to create sound but alliteration too. Did you notice the repeated “H” sound in the title and the first line, "A hippo's a heap" and the repeated “CH” sound in the line, "He's chock full of chow"? Alliteration is used here to add to the fun sound of the poem and works along with the rhyming words to do this. A hippo's a heap About to pop, He's so colossal He'd better stop -- He's chock full of chow With no more room -- Just one more swallow and … KA-BOOM!

What beginning consonant sound is repeated?
In Kidnapped by Robert Louis Stevenson, alliteration is found in these lines: "The sun began to shine upon the summit of the hills as I went down the road;..." What beginning consonant sound is repeated?

Look for examples of alliteration in the following poems.

Bodybuilders Contest From scalp to sole, all muscles in slow motion.
by Wislawa Szymborska From scalp to sole, all muscles in slow motion. The ocean of his torso drips with lotion. The king of all is he who preens and wrestles with sinews twisted into monstrous pretzels.

Bodybuilders Contest Onstage, he grapples with a grizzly bear
continued Onstage, he grapples with a grizzly bear the deadlier for not really being there. Three unseen panthers are in turn laid low, each with one smoothly choreographed blow. He grunts while showing his poses and paces. His back alone has twenty different faces. The mammoth fist he raises as he wins is tribute to the force of vitamins.

Great! Let’s try another…

Lineage My grandmothers were strong.
by Margaret Walker My grandmothers were strong. They followed plows and bent to toil. The moved through fields sowing seed. They touched earth and grain grew.

Lineage Why am I not as they? My grandmothers are full of memories
continued My grandmothers are full of memories Smelling of soap and onions and wet clay With veins rolling roughly over quick hands They have many clean words to say. My grandmothers were strong. Why am I not as they?

Onomatopoeia Definition: Onomatopoeia are words that sound like the objects they name or the sounds those objects make.

Zip goes the jacket. “Zip” is an onomatopoeia word because it sounds like a jacket being zipped up. When you zip a zipper, “zip” is the sound it makes.

Can you find it? The burning wood crackled and hissed; now and again an owl hooted somewhere in the darkness. The car creaked forward once the old engine began to wheeze reluctantly.

The burning wood crackled and hissed; now and again an owl hooted somewhere in the darkness.
The car creaked forward once the old engine began to wheeze reluctantly.

Mechanical Onomatopoeia
Buzz Beep Whirr Click Clack Clunk Clatter Clink

Fast Motion Onomatopoeia
Boing Varoom Vroom Whoosh Swish Swoosh Zap Zing Zip Zoom

Musical Onomatopoeia Twang Oompah Plunk Ting Ding Ring Ping Clang Bong
Jingle Jangle Honk Toot Rap Tap Boom Rattle Plunk Hum Clap Snap

Food and Eating Onomatopoeia
Food may crackle or sizzle and oil may splatter. When we pour something to drink, it may go splash, kerplunk, or gush, but hopefully it won’t drip. When we open a soft drink, it will probably fizz. When it’s time to eat, we’re likely to nibble, munch, gobble, and crunch.

Action Onomatopoeia Pow Bif Bam Whomp Thump Smash Zowie Bang Wham

Animal Onomatopoeia meow (cat) moo (cow) neigh/whinny (horse)
bark/woof/bow-wow (dog) oink (pig) roar (lion) tweet (bird) cluck (hen) peep (chick) cock-a-doodle-doo (rooster)

Match the following sentences to the onomatopoeia that describes them.
A plate being dropped on the floor. A balloon being burst. A gun being shot. Someone eating Rice crisps. A light being switched on. A fierce dog. A small bell being rung. TINKLE BANG SMASH GROWL POP CRUNCH CLICK

Match the following sentences to the onomatopoeia that describes them.
A plate being dropped on the floor. A balloon being burst. A gun being shot. Someone eating Rice crisps. A light being switched on. A fierce dog. A small bell being rung. SMASH POP BANG CRUNCH CLICK GROWL TINKLE

How do we use Onomatopoeia in Poetry?

The Bells by Edgar Allan Poe
Hear the sledges with the bells Silver bells! What a world of merriment their melody foretells! How they tinkle, tinkle, tinkle, In the icy air of night! While the stars that oversprinkle All the heavens, seem to twinkle With a crystalline delight; Keeping time, time, time, In a sort of Runic rhyme, To the tintinnabulation that so musically wells From the bells, bells, bells, bells, Bells, bells, bells-- From the jingling and the tinkling of the bells.

Hear the mellow wedding bells Golden bells
Hear the mellow wedding bells Golden bells! What a world of happiness their harmony foretells! Through the balmy air of night How they ring out their delight! From the molten-golden notes, And all in tune, What a liquid ditty floats To the turtle-dove that listens, while she gloats On the moon! To the rhyming and the chiming of the bells! Oh, from out the sounding cells, What a gush of euphony voluminously wells! How it swells! How it dwells On the Future! how it tells Of the rapture that impels To the swinging and the ringing Of the bells, bells, bells, Of the bells, bells, bells, bells, Bells, bells, bells--

Work with a partner… Work with your partner to complete the worksheets
15 minutes

Write a poem using alliteration and onomatopoeia!
Your poem must be at least three stanza’s long. Each stanza should have at least four lines. You must use at least one onomatopoeia word in each stanza. You must use at least three different examples of alliteration. Your poem must reflect your overall chosen theme/topic

Wednesday, January 9 HOMEWORK Complete any unfinished class work

THURSDAY, JANUARY 10 Today we will: You will need:
Review PERSONIFICATION Complete a worksheet and write a poem You will need: Loose-leaf paper, binder or notebook Pen or pencil Please turn in your signed syllabus. If you have a two-pocket folder, take it out and write your name on the front and put it in the appropriate drawer.

Personification A type of figurative language that gives animals, ideas, or inanimate objects human traits and characteristics.

What is the object being personified?
How is personification being used? What is the meaning of the personification?

The microwave timer told me it was time to turn my TV dinner.

The microwave timer told me it was time to turn my TV dinner.
The microwave timer beeped.

The video camera observed the whole scene.

The video camera observed the whole scene.
The video camera recorded it.

The strawberries seemed to sing, "Eat me first!"

The strawberries seemed to sing, "Eat me first!"
The strawberries were very tempting.

The rain kissed my cheeks as it fell.

The rain kissed my cheeks as it fell.
The rain touched my cheeks as it fell.

The water beckoned invitingly to the hot swimmers.

The water beckoned invitingly to the hot swimmers.
The water looked cool and inviting.

The car engine coughed and sputtered when it started during the blizzard.

The car engine had trouble starting up.
The car engine coughed and sputtered when it started during the blizzard. The car engine had trouble starting up.

Personification Practice
Check to see if you know what personification is. Click on the lines that you think are examples of personification.

Walking desks took over town.
I listen to the wind. The snake loves food. The moon dances around my fear. Ronnie Johnson smiles at the fox. Wind whispers like a tree in the breeze. A rock smiles when people sit on it and read. The cars dance across the icy road.

Fill in the blanks to create personification.
1. The leaves ___________ as they fell to the ground The wind ____________ through the falling leaves. 3. The daffodils ______________ at the walkers-by. 4. The snow _______________upon the rooftops. 5. The china _____________ during the earthquake.

How can we use personification in a poem?

The Sun Just Had a Nasty Day by Denise Rodgers
The sun just had a nasty day, refused to smile or shine. It stayed behind the dark gray clouds, a mottled, grim design. But shortly after dinner time one ray poked though the gray, a spark of golden yellow warmth reminding us of day. If you want to please us, Sun, (don't take this as a warning) if you're going to pierce the clouds, please do it in the morning.

Two Sunflowers Move in the Yellow Room
"Ah, William, we're weary of weather," said the sunflowers, shining with dew. "Our traveling habits have tired us. Can you give us a room with a view?" They arranged themselves at the window and counted the steps of the sun, and they both took root in the carpet where the topaz tortoises run William Blake

The Railway Train I like to see it lap the miles, And lick the valleys up, And stop to feed itself at tanks; And then, prodigious, step Around a pile of mountains, And, supercilious, peer In shanties by the sides of roads; And then a quarry pare

To fit its sides, and crawl between, Complaining all the while In horrid, hooting stanza; Then chase itself down hill And neigh like Boanerges; Then, punctual as a star, Stop-docile and omnipotent- At its own stable door. By Emily Dickinson

15 minutes

Write a poem using personification
Choose any object or objects within your theme and write a poem about it/them using personification. Your poem must be at least three stanza’s long. Each stanza should have at least four lines. You may choose to write the poem as though from the point of view of the object. You may choose to use dialogue as personification. You may choose to give your objects human qualities in order to personify them.

Thursday, January 10 HOMEWORK Complete any unfinished class work

FRIDAY, JANUARY 11 Today we will: You will need:
Review RHYME SCHEME & REFRAIN Complete a worksheet and write a poem You will need: Loose-leaf paper, binder or notebook Pen or pencil Please turn in your signed syllabus. If you have a two-pocket folder, take it out and write your name on the front and put it in the appropriate drawer.

Rhyme & Refrain

The occurrence of the same or similar sounds in two or more words
Rhyme The occurrence of the same or similar sounds in two or more words

Rhyme Scheme A rhyme scheme is a regular pattern of rhyme, one that is consistent throughout the extent of the poem. Poems that rhyme without any regular pattern can be called rhyming poems, but only those poems with an unvarying pattern to their rhymes can be said to have a rhyme scheme.

Rhyme Scheme When rhyming verses are arranged into stanzas, we can identify the rhyme scheme by assigning letters to each rhyme, beginning with a and proceeding through the alphabet. The following short poems illustrate the labeling of a rhyme scheme.

There once was a big brown cat. That liked to eat a lot of mice
There once was a big brown cat That liked to eat a lot of mice. He got all round and fat Because they tasted so nice.

There once was a big brown cat. (a) That liked to eat a lot of mice
There once was a big brown cat (a) That liked to eat a lot of mice. He got all round and fat Because they tasted so nice.

There once was a big brown cat (a) That liked to eat a lot of mice. (b) He got all round and fat Because they tasted so nice.

There once was a big brown cat (a) That liked to eat a lot of mice. (b) He got all round and fat (a) Because they tasted so nice.

There once was a big brown cat (a) That liked to eat a lot of mice. (b) He got all round and fat (a) Because they tasted so nice. (b)

Roses are red, Violets are blue, Sugar is sweet, And so are you.

Roses are red, (a) Violets are blue, Sugar is sweet, And so are you.

Roses are red, (a) Violets are blue, (b) Sugar is sweet, And so are you.

Roses are red, (a) Violets are blue, (b) Sugar is sweet, (c) And so are you.

Roses are red, (a) Violets are blue, (b) Sugar is sweet, (c) And so are you. (b)

Identify the rhyme scheme in the following poem:

Stopping by Woods on a Snowy Evening Robert Frost

Whose woods these are I think I know
Whose woods these are I think I know. His house is in the village though; He will not see me stopping here To watch his woods fill up with snow.

Whose woods these are I think I know
Whose woods these are I think I know. (a) His house is in the village though; (a) He will not see me stopping here (b) To watch his woods fill up with snow. (a)

My little horse must think it queer
To stop without a farmhouse near Between the woods and frozen lake The darkest evening of the year.

My little horse must think it queer (b)
To stop without a farmhouse near (b) Between the woods and frozen lake (c) The darkest evening of the year. (b)

He gives his harness bells a shake To ask if there is some mistake
He gives his harness bells a shake To ask if there is some mistake. The only other sound's the sweep Of easy wind and downy flake.

He gives his harness bells a shake (c) To ask if there is some mistake. (c)
The only other sound's the sweep (d) Of easy wind and downy flake. (c)

The woods are lovely, dark and deep, But I have promises to keep,
And miles to go before I sleep. And miles to go before I sleep.

The woods are lovely, dark and deep, (d) But I have promises to keep,
The woods are lovely, dark and deep, (d) But I have promises to keep, (d) And miles to go before I sleep. (d) And miles to go before I sleep. (d)

Stopping by Woods on a Snowy Evening Robert Frost Whose woods these are I think I know. a His house is in the village though; a He will not see me stopping here b To watch his woods fill up with snow. a My little horse must think it queer b To stop without a farmhouse near b Between the woods and frozen lake c The darkest evening of the year. b He gives his harness bells a shake c To ask if there is some mistake. c The only other sound's the sweep d Of easy wind and downy flake. c The woods are lovely, dark and deep, d But I have promises to keep, d And miles to go before I sleep. d And miles to go before I sleep. d

Refrain A line or group of lines that is repeated throughout a poem, usually after every stanza.

Shadow Changes Into Bone

The air is dark, the night is sad,. I lie sleepless and I groan
The air is dark, the night is sad, I lie sleepless and I groan. Nobody cares when a man goes mad: He is sorry, God is glad. Shadow changes into bone.

Every shadow has a name;. When I think of mine I moan,
Every shadow has a name; When I think of mine I moan, I hear rumors of such fame. Not for pride, but only shame, Shadow changes into bone.

When I blush I weep for joy,. And laughter drops from me like a stone:
When I blush I weep for joy, And laughter drops from me like a stone: The aging laughter of the boy To see the ageless dead so coy. Shadow changes into bone.

The air is dark, the night is sad,. (a) I lie sleepless and I groan
The air is dark, the night is sad, (a) I lie sleepless and I groan. (b) Nobody cares when a man goes mad: (a) He is sorry, God is glad. (a) Shadow changes into bone. (b)

Every shadow has a name;. (c) When I think of mine I moan,
Every shadow has a name; (c) When I think of mine I moan, (b) I hear rumors of such fame. (c) Not for pride, but only shame, (c) Shadow changes into bone. (b)

When I blush I weep for joy,
When I blush I weep for joy, (d) And laughter drops from me like a stone: (b) The aging laughter of the boy (d) To see the ageless dead so coy. (d) Shadow changes into bone. (b)

Shadow Changes Into Bone The air is dark, the night is sad,
Shadow Changes Into Bone The air is dark, the night is sad, a I lie sleepless and I groan. b Nobody cares when a man goes mad: a He is sorry, God is glad. a Shadow changes into bone. b Every shadow has a name; c When I think of mine I moan, b I hear rumors of such fame. c Not for pride, but only shame, c Shadow changes into bone. b When I blush I weep for joy, d And laughter drops from me like a stone: b The aging laughter of the boy d To see the ageless dead so coy. d Shadow changes into bone. b

15 minutes

Write a rhyme scheme/refrain poem.
Use “Shadow Changes Into Bone” as a model. Must be at least three stanzas Each stanza must be at least five lines Each stanza should follow a specific rhyme scheme One line of each stanza should be a “refrain”

My Little Brother Annoys Me
Example 1 My Little Brother Annoys Me My little brother is such a brat, You just have no idea. Yesterday, he hit the cat, And then he bit his ear. My little brother annoys me. He drinks milk straight from the jug, And spills it down his chest. You’d think he could just use a mug, It really would be best. My little brother annoys me. Then he does something really sweet, And smiles that smile so bright. I realize he’s my everything When he hugs me oh so tight. My little brother completes me.

Example 2 My Noisy Brother
My brother's such a noisy kid, when he eats soup he slurps. When he drinks milk he gargles. And after meals he burps. My brother is so noisy. He cracks his knuckles when he's bored. He whistles when he walks. He snaps his fingers when he sings. and when he's mad he squawks. My brother is so noisy. At night my brother snores so loud it sounds just like a riot. Even when he sleeps my noisy brother isn't quiet. My brother is so noisy.

Friday, January 11 HOMEWORK Complete any unfinished class work

English I Honors Lesson Plans Third Nine Weeks Poetry Review

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