1. Think about something that you treasure. Then imagine how you would feel if you lost that cherished object. Tell your group about the object and your possible reaction to its loss.

2.  *Show actions that facilitate learning for the self and others  *Actively participate and be cognitively present  *Learn to be open to new learning  *Set cell phone to off and Send to backpack  *Act with a positive attitude

3.  The students will critically analyze a text to gain meaning by:  interpreting the effect of figures of speech  analyzing stylistic features such as word choice  demonstrating how literary works reflect the culture that shaped them

4.  1. Get out your homework: a copy of the lyrics to your favorite song & your responses to these questions:  What appeals to you about this song? What do you think the lyrics mean? Do you notice anything about the writing style of the author? What do you learn about the world around you from this song?  2. Go over this with your group

5. Anne Bradstreet:  Bradstreet lived from 1612-1672  She was the first English-speaking poet in North America  Bradstreet was a Puritan and her poetry reflected her beliefs that worldly pleasures were vain and that true Christians resigned themselves to God's will.  The majority of her work was published after her death. (Source: "Anne Bradstreet." Anthology of American Literature.)

6. From the Poets.org "Poetry Glossary" :"Poetry Glossary"  rhyme: correspondence of terminal sounds of words or of lines of verse  hyperbole: exaggeration for emphasis (the opposite of understatement)  simile: comparison between two essentially unlike things using words such as "like," as," or "as though"  imagery: word or sequence of words representing a sensory experience (visual, auditory, olfactory, tactile, and gustatory)  inverted syntax: reversal of the expected order of words.  iambic pentameter: a common meter in poetry consisting of an unrhymed line with five feet or accents, each foot containing an unaccented syllable and an accented syllable (samples coming up)

7.  Shakespeare’s sonnets are written predominantly in a meter called iambic pentameter, a rhyme scheme in which each sonnet line consists of ten syllables. The syllables are divided into five pairs called iambs or iambic feet.  An iamb is a metrical unit made up of one unstressed syllable followed by one stressed syllable. An example of an iamb would be good BYE. A line of iambic pentameter flows like this:  baBOOM / baBOOM / baBOOM / baBOOM / baBOOM.

8.  When I / do COUNT / the CLOCK / that TELLS / the TIME (Sonnet 12)  When IN / dis GRACE / with FOR / tune AND / men’s EYES/ I ALL / a LONE / be WEEP / my OUT/ cast STATE (Sonnet 29)  Shall I / com PARE/ thee TO / a SUM / mer’s DAY?/ Thou ART / more LOVE / ly AND / more TEM / per ATE (Sonnet 18)

9. Read the poems in your groups and identify:  The message of the poem  Any evidence of Bradstreet's beliefs or values  Any of the poetic devices introduced earlier

10.  Each group will present their analysis to the class.

11.  You will compose your own poem, using one of Bradstreet's works as a model, and using the tune and beat of a current song.  Choice A: This poem will be a minimum of 12 lines long, in iambic pentameter, as a tribute to someone important in your life.  Choice B: The second poem will be a minimum of 12 lines long, written in iambic pentameter, attempting to explain a bad experience.  A brief explanation needs to accompany your piece (like which song). Due Monday.  Extra credit to those who present (up to 5 people) and will need to have the music.