Lesson Plan 1.4 - The Architecture of Poetry (Literary Devices)
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Overall Expectations |
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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, areasfor improvement, and the strategies they found most helpful before, during, and after reading. 5. Listening to Understand: listen in order to understand and respond appropriately in a variety of situations for a variety of purposes; |
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Specific Expectations |
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READING: 1.6 analyse poems in terms of the information, ideas, issues, or themes they explore, examining how various aspects of the text contribute to the presentation or development of these elements; 2.3 identify a variety of elements of style in poems and explain how they help communicate meaning and enhance the effectiveness of the text; 3.3 regularly use a variety of strategies to explore and expand vocabulary, discerning shades of meaning and assessing the precision with which literary devices are used in the texts they are reading. |
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Learning Skills (Where applicable): |
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Consistently use appropriate words, phrases, and terminology to elaborate understanding; (2) make and explain inferences of increasing subtlety and insight, and (3) support explanations with well-chosen stated and implied ideas from the selected poems. |
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Learning Goals |
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To build upon previous knowledge of figurative language and basic literary devices and advance their terminology and literary vocabulary. To use this diction to communicate verbally and in writing, their interpretations and understanding with sophisticated language. Update: Partner and Teacher Feedback and editing of Rough Draft of Assignment 1 Poem Analysis |
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By the end of this lesson students will be able to: (1) communicate their opinions and interpretations of poetry in a clear, coherent manner; (2) make increasingly more insightful connections between the ideas in poetry and their personal knowledge, experience, and insights, and connect these to the world around them. Update: Reflect and give/receive editing on their own Assignment #1 essay; getting it ready for posting ; Independent Study Music Lyric Analysis Using Tpcast Method; Students to share selected songs using Tpcast |
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Materials and Resources |
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Birches by Robert Frost Birches (YouTube animation) Mending Wall by Robert Frost Oxymoron (PPTX) I Know Why the Caged Bird Sings by Maya Angelou I Wondered Lonely as a Cloud William Wordsworth The Windhover by Gerard Manley Hopkins (stanzas one and two) Without Hands by Lorna Crozier Homework Assignment |
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Timing (min) |
Lesson |
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5 |
TODAY'S ICEBREAKER Done Tell us about your favorite thing to see in the natural world and why. Is it trees? Flowers? Birds? Lakes and Streams? Animals? If you don't like Nature, tell us why not? Record and upload a short video of 1- 2 minute in length |
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5 |
INTRODUCTION VIDEO Done
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15 |
Short Quiz: Assessment FOR Learning Done Based on the information you have learned about five Archetypal characters, write one or two sentences about people you know or have met who fit each of the five archetypes. Describe them by naming their archetype followed by their characteristics . |
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15 |
Video Lecture #1 Done Diction (the poet's choice of words contribute to the tone, the depth of meaning to make contact with the reader/listener alliteration, verbal irony, metaphors, similes, symbols, personification, onomatopoeia, oxymoron (PPTX), pathetic fallacy
Nature triggers feelings - teacher models the figurative language written into the poem. |
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30 |
Activity #1 The Windhover by Gerard Manley Hopkins (UK, 1844-1899) (stanzas one and two only) Google the British writer Gerard Manley Hopkins. In a short paragraph tell how his personal biography might connect with the themes in poem? Also, either in a Chart or in Point Form, write down as many examples of figurative language (figures of speech) as you can find in the poem. |
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10 |
Video Lecture #2 Done The American Nature Poet Robert Frost ("Birches") (with white branches as props).... You Tube Note - this is also a Coming of Age poem |
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30 |
Activity #2 Use TPCAST analysis to determine what you believe are one or more THEMES in the poem Birches by Robert Frost. Also, identify similes and metaphors and highlight them in the poem. |
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15 |
Video Lecture #3 Done
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30 |
Poetry Activity #3: Choose one of the two poems: I felt a Funeral in My Brain OR I Know Why the Caged Bird Sings Using some of the earlier poems in the unit such as Words are Birds from Lesson #1 as your guide, illustrate the selected poem with images copied and pasted from the Internet. Integrate them into the text. Use between 8-12 'non-literal' images, to illustrate figurative language such things as symbols, allusions, metaphors, similes found in the poem. DO NOT USE LITERAL IMAGES. For example, don't illustrate Angelou's poem with an image of a "bird in a cage" |
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25 |
Do you think that knowing about the life of a poet can help with interpretation of the poems they write? In other words, should we take into account factors such as whether the poets are male or female, where they live, their educational background, employment, etc? In preparation for this discussion, think about some of the poems and poets we have studied in this unit. |
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Assignment AS Learning / Homework |
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Choose one of two poems found in the Resource Folder: Mending Wall by Robert Frost or Without Hands by Lorna Crozier. Answer the following questions in complete sentences: 1. What insights have you gained about your own life today by reading this poem? 2. What possibilities can you imagine for your future life now that you might not have considered before reading this poem? 3. What assumptions about gender roles are revealed in the poem? 4. What effect has the poet achieved by using common words and familiar situations in unfamiliar ways? 5. Indicate one word or line in this poem that provides a key to understanding the poet’s intention. 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. |
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Exit Card -Done Please answer a few short reflection questions based on Lesson #3 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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