1. Start-Up – Group Discussion With your group, discuss the following: Have you ever seen someone being made fun of or picked on for being different? Did you do or say anything about it? Why or why not?

2. Start-Up – Class Discussion Have you ever seen someone being made fun of or picked on for being different? Did you do or say anything about it? Why or why not?

3. Start-Up - Writing Now write about the following: Have you ever been made fun of or teased for doing or thinking something different from your peers? How did it feel? How did you handle it?

4. Today’s Objective By the end of the period, students will analyze a poem, including its theme and literary devices. They will also compare and contrast two poems with similar themes. CCSS.ELA-LITERACY.RL.11-12.9 CCSS.ELA-LITERACY.RL.11-12.4

5. Emily Dickinson (1830 – 1886) Born, raised, and almost never left Amherst, Massachusetts. Began writing poetry as a teenager. Wrote much more later in life. From the 1860s through her death in 1886, she rarely left her home. One reason was because she was providing care for her sick mother. Some say that the biggest reason was that she suffered from agoraphobia and depression. Most of her writing was not discovered or published until after her death. She wrote almost 2,000 poems and about 12 were published during her lifetime (anonymously).

6. Poetic Devices Rhythm – Rhyme – Imagery – Alliteration – Metaphor – Symbolism – Theme – the beat of a poem repetition of similar sounds in two or more words words and phrases that appeal to the senses, paint pictures repetition of consonant sounds at the beginnings of words comparing two unlike things without using “like” or “as” using one thing to represent something else the main idea or meaning

7. Emily Dickinson vs. Vincent Deray and Nicolay Sereba You and your VERTICAL partner will each share one poem. Following the instructions on your paper, you will analyze your poem together. In your pairs, you will answer the questions on the page about your poem.

8. Emily Dickinson vs. Vincent Deray and Nicolay Sereba When both pairs are finished with their analysis, they will share their poem and analysis with the other pair. As a group, fill in the Cannon Comparison Chart, finding the similarities and differences between the two poems.

9. Cannon Comparison Chart This chart works like a Venn Diagram. The outer two columns are used to fill in ways the two poems are different. The center column is used to fill in ways the two poems are the same.

10. Share Out Let’s see who came up with some good similarities and differences. If your group’s chart has any blanks, use what your classmates have to say to fill them in.

11. Exit Ticket How were the themes of the two poems you read similar? What was the main idea they were both expressing? Do you agree with them?

12. Start-Up – Group Discussion In your group, discuss the following: There is an old saying/rhyme that goes, “Sticks and stones may break my bones But words will never hurt me.” Do you believe that saying is true or false? Why?

13. Start-Up – Class Discussion There is an old saying/rhyme that goes, “Sticks and stones may break my bones but words will never hurt me.” Do you believe that saying is true or false? Why?

14. Start-Up - Writing Do you remember the last time someone gave you a compliment? How about the last time someone insulted you or said something unkind? Which do you remember more? Why do you think that is?

15. Today’s Objective By the end of the period, students will analyze a poem, including its theme and literary devices. They will also compare and contrast two poems with similar themes. CCSS.ELA-LITERACY.RL.11-12.9 CCSS.ELA-LITERACY.RL.11-12.4

16. Poetic Devices Rhythm – Rhyme – Imagery – Alliteration – Metaphor – Symbolism – Theme – the beat of a poem repetition of similar sounds in two or more words words and phrases that appeal to the senses, paint pictures repetition of consonant sounds at the beginnings of words comparing two unlike things without using “like” or “as” using one thing to represent something else the main idea or meaning

17. Emily Dickinson vs. Alicia Keys You and your VERTICAL partner will each share one poem. Following the instructions on your paper, you will analyze your poem together. In your pairs, you will answer the questions on the page about your poem.

18. Emily Dickinson vs. Alicia Keys When both pairs are finished with their analysis, they will share their poem and analysis with the other pair. As a group, fill in the Cannon Comparison Chart, finding the similarities and differences between the two poems.

19. Cannon Comparison Chart This chart works like a Venn Diagram. The outer two columns are used to fill in ways the two poems are different. The center column is used to fill in ways the two poems are the same.

20. Share Out Let’s see who came up with some good similarities and differences. If your group’s chart has any blanks, use what your classmates have to say to fill them in.

21. Exit Ticket Which do think are more powerful, the words we say or the words we should say but don’t? Why?