Lesson Plan 1.2 - Types of Poetry (The Genres)
OVERALL EXPECTATIONS 1. Reading for Meaning: students read and demonstrate an understanding of a variety of literary, informational, and graphic texts, using a range of strategies to construct meaning; 2. Understanding Form and Style: recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning; 3. Reading With Fluency: use knowledge of words and cueing systems to read fluently; 4. Reflecting on Skills and Strategies: reflect on and identify their strengths as readers, areas |
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SPECIFIC EXPECTATIONS READING: 1.1 students read a variety of selected texts from diverse cultures and historical periods, identifying specific purposes for reading; 1.6 students analyze poems in terms of the information, ideas, issues, or themes they explore, examining how various aspects of the poem contribute to the presentation or development of these elements (e.g. analyze how literary devices are used to illuminate a theme; track significant words or images to determine how they are used to reinforce certain themes and ideas. REFLECTING ON SKILLS AND STRATEGIES: students are able to reflect on and identify their strengths as readers, areas for improvement, and the strategies they found most helpful before, during, and after reading. |
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LEARNING SKILLS (Where applicable): |
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Students will draw on their knowledge of poetry from ENG3U and previous experience with various genres of poetry. |
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LEARNING GOALS Update: Be introduced to Assignment #1 Poem Analysis and Tpcast Method of Analysis Today you will acquire a better understanding of : (1) the historical and social purposes of poetry; (2) the evolution and variety of poetic forms; (3) how to go about an initial analysis and uncover meaning in several classic poems. |
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SUCCESS CRITERIA By the end of this lesson students will be able to: (1) communicate their opinions and interpretations of what poetry is in a clear, coherent manner using appropriate literary terminology and vocabulary; (2) understand the essential differences between a variety of poetic genres. (3) make rich and increasingly insightful connections between the ideas in poems and personal knowledge, experience, and insights, and the world around them. |
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MATERIALS AND RESOURCES Allusion PPT Bitter Strawberries by Sylvia Plath Concrete Poetry-LEAF Five Ways To Kill A Man by Edwin Brock Here by Philip Larkin Sails Sonnet 18-Shakespeare Sonnet 43- Elizabeth Barrett Browning Sonnet PPT The Lake Isle of Innisfree by W.B. Yeats You and Me- concrete poem Homework Assignment |
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Timing (min) |
Lesson |
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5 |
TODAY'S ICEBREAKER (less than 50 words)-Done What is your favourite national food (for example: Chinese, Iranian, Korean)? What is your favourite dish? What do you normally eat for breakfast? If you don't eat breakfast, why not? |
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5 |
INTRODUCTION VIDEO Done GET INTO THE HABIT OF TAKING NOTES DURING THESE LECTURES Your Lesson #1 homework was to review my What is Poetry PowerPoint. One slide reads:
I also asked you to find a song that you think comes close to being poetry and asked if you can see yourself as the singer or the one the song is addressed to?
Teacher reads The Lake Isle of Innisfree by W.B. Yeats. Typical of Nature Poetry, simple rhyming poem |
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10 |
Short Quiz: Assessment FOR Learning Done 5 questions to determine meaning for: 1. Metaphor, 2. Simile, 3. Imagery, 4. Hyperbole, 5. First person, Second and Third persons. |
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15 |
Video Lecture #1 Done Teacher reads FREE VERSE POEM - In Just by e.e. cummings
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30 |
Poetry Activity #2: Imagine that you are an English teacher. For your poetry class you have to Draw and Draft an original graphic chart listing six (6) rules for analyzing any poem. Use your own knowledge to create the rules. The teacher has provided Rule #1. You will use Bitter Strawberries by Sylvia Plath to complete the chart. The Chart should have 3 horizontal boxes and 6 rows: Rule Quotation Explanation 1. (EXAMPLE) Does the title suggest anything about of the poem? Bitter Strawberries The title suggests there is anger between the strawberry pickers 2. 3. 4. 5. 6. (1) one box is for the rule, written in one or two sentences; (2) the second box contains a quote from the poem that illustrates the rule; (3) and the third box explains how the quote relates to the rule. |
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15 |
Video Lecture #2 Done
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30 |
Activity #2 Read the short poem: Erosion by E. J. Pratt It took the sea a thousand years, A thousand years to trace The granite features of this cliff, In crag and scarp and base. It took the sea an hour one night, An hour of storm to place The sculpture of these granite seams Upon a woman’s face. The poet says that "an hour of storm" put the "granite seams" on a woman's face. What do you think the poet is saying? Think about what more is happening like the 'top' of the literary iceberg. There are several examples of contrasts. Can you locate them? What is the attitude and mood of the woman standing on the cliff? Why do you think she is standing there? How would you compare this poem with The Lake Isle of Innisfree? |
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20 |
Video Lecture #3 (Video) Done Did you realize the woman has probably lost a husband or a son at sea?
This lecture looks at the structure, but also the meaning behind many of the 140 sonnets that Shakespeare wrote, many about love, jealousy, desire, shame and aging addressed to a mysterious 'dark lady'. THE SONNET PPT contains Shakespeare's Sonnet #18 (Shall I Compare Thee to a Summer's Day) |
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25 |
Poetry Activity #3: Done Read the sonnet How Do I Love Thee? (Sonnet 43) by Elizabeth Barrett Browning Students analyze this sonnet for rhyme and meter as modelled in the lecture and PPTX, then they paraphrase each line and answer the question “What can you expect to find in the concluding couplet of a Shakespearean sonnet?” |
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25 |
Discussion Forum: AS Learning What concerns do you have about the Sonnet? The language, the structure, determining meter? Update: Independent Study: students will read and become familiar with Through The Restaurant Window by Sheridya Warrener and will answer questions on its genre and connotations |
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Assignment AS / Homework |
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Homework assignment is to examine the poem Here by Philip Larkin. The text of this poem is in a doc in the Resource File with the text to link to a video interpretation of the poem. First, read the poem two or more times until you develop an impression for the imagery. Your assignment is to write a 150-200 word analysis in three paragraphs. In the first paragraph compare the narrator's attitude and emotional state with W.B. Yeat's narrator in The Lake Isle of Innisfree. In the second paragraph, describe the journey the narrator takes, where he/she begins the trip, the things he/she sees along the journey, and where he/she ends his trip. In the third paragraph, state your opinion about the title - Here - and suggest another title that you would used if you had written this poem. Explain why you think yours might be a better title. Upload as a WordDoc (12 pt Times New Roman, double spaced) on the Moodle course page. PLEASE: Don't forget to put your name on the assignment. Update: Students will do Assignment #1 Poem Analysis using Typcast Method and Through A Restaurant Window by Sheridya Warrener. |
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Please answer a few short reflection questions on Lesson #2 on the Exit Card on the Moodle Course Page |
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Reflections (What do I need to do to become more effective as a teacher in supporting student learning?) |
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I need to make the lectures dynamic, making full use of the SmartBoard to illustrate the content and bring it to life. I also need to model the readings with the right tone and emphasis to highlight the emotionality, significant words and sound with clear emphasis. |
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Assessment Strategies Check all that apply (Teacher may modify the list) |
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For Learning |
As Learning |
Of Learning |
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Student product:
Observation:
Conversation: X Student teacher conferences X Small group discussions |
Student product:
X Homework □ Self-analysis sheet □ Peer-analysis sheet Observation: X Whole class discussions X Group discussions Conversation: X Student teacher conferences X Small group discussions
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Student product:
Observation: □ Student-led discussion/debate
Conversation: □ Student teacher conferences □ Question and answer session |
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Lesson Tools Check all that apply (Teacher may modify the list) |
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Direct Instruction □ Structured overview □Lecture □ Compare & contrast □ Socratic method □ Demonstrations |
Indirect Instruction □ Problem solving □ Case studies (poems) □ Reading for meaning □ Inquiry □ Reflective discussion □ Writing to inform □ Concept formation □ Concept mapping □ Concept attainment |
Instructional Skills □Explaining □Demonstrating □Questioning |
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Interactive Instruction □ PowerPoint □Video clip □ Debates □ Role playing □Brainstorming □ Peer partner □ Learning/analysis □ Discussion □ Laboratory groups □ Cooperative learning □ Groups □ Jigsaw □ Problem solving □ Conferencing |
Independent Study □Essays □ Computer assisted □ instruction □ Journals □ Learning logs □ Reports □ Learning activity packages □ Correspondence lessons □ Learning contracts □ Homework □ Research projects □ Assigned questions □ Learning centers |
Experiential Learning □ Field trips □ Conducting □ Experiments □ Simulations □ Games □ Story telling □ Focused imaging □ Field observations □ Role-playing □ Model building □ Surveys □ Case studies |
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