Journal for Act 1:
Answer two:
1. Act I is the exposition.
List all the details from JC that account for the Exposition
2. Using contextual evidence: In Act 1, does Brutus appear to be a strong candidate for a leader of Rome?
3. Using contextual evidence: In Act I, Tell three specific examples that prove that Cassiuis can't be trusted.
4. What is your opinion of Julius Caesar, Marcus Brutus and Caius Cassius? Use detail
Due Wednesday to www.turnitin.com
Wednesday, January 23, 2019
Instructions
Happy Thursday!
1. Take the Drama Terms/ Renaissance History test on Skyward
2. Study for Voc 8 Test tomorrow, 1/25
3. Read and take notes on the Modern English side of Act 1 Scenes 1, 2, and 3 for Friday.
Be safe! See you Friday!!
1. Take the Drama Terms/ Renaissance History test on Skyward
2. Study for Voc 8 Test tomorrow, 1/25
3. Read and take notes on the Modern English side of Act 1 Scenes 1, 2, and 3 for Friday.
Be safe! See you Friday!!
Tuesday, January 22, 2019
JC Act 1
Drama Terms/ Renaissance History Test on Thursday, 1/24
Vocab 8 test on Friday, 1/25
Act 1
Vocab 8 test on Friday, 1/25
Act 1
JC Act 1
Tuesday, 1/22
Thinking About Thinking: (Meta cognitive Thinking)
Define the word BETRAYAL
Write a question about the concept of forgiving someone
(Be ready to answer and discuss the concept of forgiveness)
Students will relate to the concepts of betrayal and deception in modern society.
Tuesday: (After Assigning Parts)
1. Students will review Act 1
2. Students will read and discuss Act 1
** Students should complete their work packets
3. Review packet
4.(When Act 1 is completed) Go to Study Island and complete the assignment for Act 1
Answer 15 questions and get an 80%Define the word BETRAYAL
Write a question about the concept of forgiving someone
(Be ready to answer and discuss the concept of forgiveness)
Students will relate to the concepts of betrayal and deception in modern society.
Tuesday: (After Assigning Parts)
1. Students will review Act 1
2. Students will read and discuss Act 1
** Students should complete their work packets
3. Review packet
4.(When Act 1 is completed) Go to Study Island and complete the assignment for Act 1
5. Quiz on Act 1 TBD
6. Complete the Act 1 Analysis:
A.Begin in Act 1 (This will continue through Act 5)
Make a timeline of each step of the conspiracy plan - Complete Act 1 / Mark scenes
B. . List characters who appear on these pages. (Include a brief description of their actions/ purpose on these pages) (Who is a conspirator and Who is a friend of Caesar)
REVIEW LINK
Remember to complete character lists
-Find a way to mark characters as Friends of Caesar / Foes of Caesar
Discuss Caesar and Brutus as a paradox
***Students should read the translated version on their own
6. Complete the Act 1 Analysis:
A.Begin in Act 1 (This will continue through Act 5)
Make a timeline of each step of the conspiracy plan - Complete Act 1 / Mark scenes
B. . List characters who appear on these pages. (Include a brief description of their actions/ purpose on these pages) (Who is a conspirator and Who is a friend of Caesar)
2.List the key “events/ actions” on these pages. (Events that make up the exposition - What "Problem " is introduced
3. Discuss the interaction between the upper and lower classes. Give a specific example
4 4.List any evidence of irony, foreshadowing, plot structure, characterization, etc
5 5. Indicate two passages or quotes to be discussed. (You don’t need to write out the passage).
a. List the page numbers, (If it’s a quote: indicate who said the quote)
b. Explain why you selected the passage/ quote.—relevance to the story.
b. Explain why you selected the passage/ quote.—relevance to the story.
REVIEW LINK
Remember to complete character lists
-Find a way to mark characters as Friends of Caesar / Foes of Caesar
Discuss Caesar and Brutus as a paradox
Homework for Monday:
Read, highlight and take notes on Act 2 scenes _____
Read, highlight and take notes on Act 2 scenes _____
Act 1 and 2 Vocab test Monday, 1/28
CC.1.2.9-10.A: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
Friday, January 18, 2019
Paradox
Goal: Students will explore the historical background to Julius Caesar
Students will discuss PARADOX
1. In the packet, students will read "An Introduction to Julius Caesar"
2. Student will read and take notes on "A Brief History of the Roman Empire"
Paradox:
Students will discuss PARADOX
1. In the packet, students will read "An Introduction to Julius Caesar"
2. Student will read and take notes on "A Brief History of the Roman Empire"
Roman Empire Link:
http://www.softschools.com/timelines/roman_empire/timeline_9/3. Review Caesar's Timeline: http://www.softschools.com/timelines/julius_caesar_timeline/33/
Paradox:
Paradox can prove to be very revealing about human nature and the way that we speak. If someone says to you "I'm a compulsive liar," do you believe them or not? That statement in itself is a paradox, because it is self contradictory, which is precisely what a paradox is.
At the most basic level, a paradox is a statement that is self contradictory because it often contains two statements that are both true, but in general, cannot both be true at the same time. In the aforementioned example, can someone be both a compulsive liar yet telling the truth at the same time?
Caesar as a PARADOX:
1. A great general
2. Charismatic in politics
3. Decisive in his judgements
4. Sharp in his evaluations of men
(However/ Paradoxically)
1. He is deaf in one ear
2. Prone to fevers and epilepsy
3. Unable to compete with Cassius by swimming in the Tiber River fully armed
4. Afflicted with a sterile marriage
5. He professes to fear nothing yet is extremely superstitious
6. He thinks he is above flattery, yet he is especially vulnerable to it.
All of this is a paradox because he had aspirations to be above MORTAL weakness
Brutus is a PARADOX
1.1. Strengths different- weaknesses similar
A. Truly noble Roman from an ancient family whose glory it had been to defend the personal liberties of Rome (Roman Tradition)
B. Good rapport with courageous and noble wife
C. Genuinely kind to servants
D. Trustworthy in friendship
E. Finds Caesar's ambition for power distasteful and vulgar
**Brutus's "Hubris" is pride of family and country -- on these he is vulnerable to flattery even though he too, feels that he is above it.
R11.A.2 Identify, interpret, describe and analyze literary devices in fictional and literary nonfictional texts.
At the most basic level, a paradox is a statement that is self contradictory because it often contains two statements that are both true, but in general, cannot both be true at the same time. In the aforementioned example, can someone be both a compulsive liar yet telling the truth at the same time?
Caesar as a PARADOX:
1. A great general
2. Charismatic in politics
3. Decisive in his judgements
4. Sharp in his evaluations of men
(However/ Paradoxically)
1. He is deaf in one ear
2. Prone to fevers and epilepsy
3. Unable to compete with Cassius by swimming in the Tiber River fully armed
4. Afflicted with a sterile marriage
5. He professes to fear nothing yet is extremely superstitious
6. He thinks he is above flattery, yet he is especially vulnerable to it.
All of this is a paradox because he had aspirations to be above MORTAL weakness
Brutus is a PARADOX
1.1. Strengths different- weaknesses similar
A. Truly noble Roman from an ancient family whose glory it had been to defend the personal liberties of Rome (Roman Tradition)
B. Good rapport with courageous and noble wife
C. Genuinely kind to servants
D. Trustworthy in friendship
E. Finds Caesar's ambition for power distasteful and vulgar
**Brutus's "Hubris" is pride of family and country -- on these he is vulnerable to flattery even though he too, feels that he is above it.
R11.A.2 Identify, interpret, describe and analyze literary devices in fictional and literary nonfictional texts.
Friday, January 11, 2019
Picture Day
1. Go into Skyward and complete Keystone Practice - Poetry
2. Complete Vocab 9 with original sentences
3. Study for mid-terms.
Have a beautiful Friday.
2. Complete Vocab 9 with original sentences
3. Study for mid-terms.
Have a beautiful Friday.
Tuesday, January 08, 2019
Poetry Analysis/ Intro to Drama
Mid-Terms- Review the following:
-Novels
-Short Stories- Terms and stories
-Poetry- Terms and Poems
-There will be specific questions on the literature covered in class
-There will be "cold reads" on the mid-term
-You must apply terms
INTRO TO DRAMA
*Each student will receive a Julius Caesar Packet
Intro to Drama
A. Drama Terms
Drama Terms LINK B. Renaissance History
Renaissance History LINK C. The Globe
The Globe LINK
*Please look over your terms. You are responsible for knowing the content taught in this class. DON'T wait until the night before the test.
Renaissance and Drama Terms test: 1/15/19____
_______________________________________
_______________________________________
Wednesday, 1/9/19
I. Complete the Poetry Study Island in class. Complete 10 questions and receive a final score of 75%.
If you do not receive a score of 75%, continue taking the test until you accomplish the required score.
II. In your Julius Caesar packet, Complete the Following worksheets in your packet:
(Read and complete)
-Getting Acquainted with Shakespeare
-Elizabethan Era
-Greek Gods and Goddess
Fill in and complete:
-Go on the blog and fill in the Globe Theater information in your packet. Copy all notes.
-Research the original Globe Theater and find 10 interesting facts (find your own facts, this is not a group assignment)
-Read and review:
-Elizabethan Language
-An Introduction to Shakespearean Language
*highlight important info and take notes
________________________________________________
Poetry Analysis:
Cycle Essay
Compare two poems that contain cycles. One poem MUST be by Amy Lowell.
First Paragraph
1. A. Opening statement
1. A. Opening statement
B. Introduce both poems (titles and authors)
C. Discuss how they are similar through the cycles presented in both poems. (thesis)
D. Blueprint: points to be discussed in center paragraph
2. Two Center Paragraphs (Minimum)
Topic Sentence (About the similarities in the cycles of both poems)
A. At least two SPECIFIC examples from each poem. (One comparison in each paragraph)
B. Tell how they are similar
C. Clincher sent. with transition to conclusion
3. Conclusion: Summary ending
Specifics:
Citing: “And the regiments in hollow square” (Kipling 602).
Quote the line
Place () that includes the author’s name and page number
**quotes under four lines….the period goes AFTER the ().
***All paragraphs must be at least seven sentences.
You MUST use ONE poem by Amy Lowell
Monday, January 07, 2019
Poetry
Generations/ Night Clouds/ Haiku/ Sonnet
Lyric Poetry- expresses a speaker's personal thoughts and feelings. In acnient Greece, such poems were sung to the music of harplike instruments called lyres. This type of poetry takes its name and songlike quality from this instrument.
Mid-Terms- Review the following:
-Novels
-Short Stories- Terms and stories
-Poetry- Terms and Poems
-There will be specific questions on the literature covered in class
-There will be "cold reads" on the mid-term
-You must apply terms
_______________________________________________________________
Complete The Fish
The Fish
GOALS:
I. Students will be introduced to Elizabeth Bishop (p. 262 in text)
Goal: Students will read, comprehend and interpret poetry
Students will apply poetry terms during reading sessions: Simile, hyperbole, tone, mood
Students will read, comprehend and interpret poetry
Students will apply poetry terms during reading sessions
I. Students will be introduced to Elizabeth Bishop (p. 262 in text)
1911-1979- Born in Massachusetts, but loved to travel
Spent many years in Brazil.
1945- Springboard for her career- She won a poetry contest, and was published in her first book: North and South
______________________________________________________
Bishop quotes
______________________________________________________
Bishop quotes
"I think geography comes first in my work, and then animals. But I like people, too."
-Mood: the atmosphere or tone of a poem. The poet uses specific words, phrases, and images to convey the mood of the poem.
-In "The Fish," the poet says, "I looked into his eyes/ which were far larger than mine/ but shallower, and yellowed./ the irises backed and packed/ with tarnished tinfoil....."
-These specific words convey the speaker's longing to understand the fish by looking into its eyes.
____________________________________________________
Analysis: Find examples in the poem that shows Bishop has experience catching fish.
Find an example in the poem where the author reveals atmosphere and tone
GOALS:
I. Students will be introduced to Elizabeth Bishop (p. 262 in text)
Students will read the poem and practice making predictions
In groups, students will pull out their analysis paragraphs and debate their interpretation of the poem versus the author’s purpose
2. Students will read and discuss the poem.
3. Assessment: Questions on page 267 of text
Students will read the poem and practice making predictions
In groups, students will create analysis paragraphs and debate their interpretation of the poem versus the author’s purpose
11.A.2.4.1 Identify main ideas and supporting details from the text
11.B.2.1.1 Interpret personification, simile, metaphor, hyperbole, satire imagery, foreshadowing and irony
11.B.2.1.1 Interpret personification, simile, metaphor, hyperbole, satire imagery, foreshadowing and irony
_____________________________________________________________________________
Generations/ Night Clouds/ Haiku / Sonnets
Amy Lowell
"Generations" and "Night Clouds"
Goal: Students will be able to identify Cycles presented in text
Students will identify imagery and supporting details from text
Students will make inferences and draw conclusions based on text
Students will identify and evaluate text organization
Terms: Figurative language, lyric poetry, imagery, simile and metaphor
Lyric Poetry- expresses a speaker's personal thoughts and feelings. In acnient Greece, such poems were sung to the music of harplike instruments called lyres. This type of poetry takes its name and songlike quality from this instrument.
Students will be introduced to Amy Lowell
1874-1925
Popular at the end of the 19th century.
Brooklyn Massachusetts- Lived in the family mansion.
Spent years reading, studying and writing poetry before joining a group of radical poets called "imagists" led by Ezra Pound
She used precise, concrete images, free verse and sugggestion.
Popular at the end of the 19th century.
Brooklyn Massachusetts- Lived in the family mansion.
Spent years reading, studying and writing poetry before joining a group of radical poets called "imagists" led by Ezra Pound
She used precise, concrete images, free verse and sugggestion.
Famous for her readings and lectures, as well as poetry.
1926- Won Pulitzer Prize after her death for her writing
A pioneer of the Imagist movement
Influenced by haiku poets, the Imagists focused on a single, precisely presented image.
"Night Clouds" typifies Imagist poetry, with its strong central image and its rhythmic but irregular lines.
Pre- Reading discussion
"Generations" will discuss their families and the importance of generations
"Night Clouds" will discuss shapes of clouds
1. Students will read the poems by Lowell: "Generations" and "Night Clouds"
2. Students will pick out Figurative language, imagery, simile and metaphor and imagery,
3. Students will discuss both poems
4. Students will analyze the cycles presented in both poems.
5. Students will compare and contrast both poems
Essay:
____________________________________________________________
Structure Poems
Goal: Students will analyze poetry Students will interpret and make conclusions about the meanings and structure of the poems
Students will be introduced to different structures/ formats of poetry: sonnet, haiku
________________________________________________________
Students will be introduced to different structures/ formats of poetry: sonnet, haiku
________________________________________________________
I. Bell Ringer
Define Haiku
Define Sonnet
II. The Haiku
Basho- Most famous of the Japanese haiku poets.
-Believed that a poet must express the essential nature of an object
Issa- Favorite haiku poet
-led a life of hardship and personal loss
-Lived in poverty
-All children died in infancy
-His young wives died during his lifetime
-Found strength in small creatures and insects (Creatures whose lives are fleeting and appear overwhelmed by the elements)
The Haiku
-Can be read from line 1-3 and line 3-1
III. Students will be briefly introduced to William Shakespeare
(1564-1616)
-Actor, theater owner, playwright and poet
-wrote 38 plays over twenty years
-Wrote many of his sonnets and poems during a time when theaters were closed in London
-The sonnet was the most popular form of poetry during his time
_______________________________________________________
IV. Students will Read "Shall I Compare Thee to a Summer's Day?"
(Page 6 packet; 868 in text)
(read once for meaning and once to hear Iambic Pentameter)
Terms: Metaphor; Rhyme Scheme of a SS Sonnet; Iambic Pentameter
1. As in a Shakespearean sonnet, The first 8 (Octet) lines present a problem or issue and the last 6 (Sestet) have a solution or outcome.
To what is the speaker comparing the subject of the poem?
2. What does the speaker say shall not fade?
3. What does the speaker say Death shall not do?
4. To whom is the poet speaking?
5. To what does "The eye of heaven" refer?
6. To what does the world THIS in the last line refer?
7. In comparison, does the beloved fare better or worse than a summer's day? Give a detail to support your opinion.
8. What makes the beloved immortal?
9. Find a metaphor
10. What is the rhyme scheme
___________________________________________
V. Shakespeare used by modern artists
Define Sonnet
II. The Haiku
Basho- Most famous of the Japanese haiku poets.
-Believed that a poet must express the essential nature of an object
Issa- Favorite haiku poet
-led a life of hardship and personal loss
-Lived in poverty
-All children died in infancy
-His young wives died during his lifetime
-Found strength in small creatures and insects (Creatures whose lives are fleeting and appear overwhelmed by the elements)
The Haiku
-Can be read from line 1-3 and line 3-1
-The Camillia Flower
- Sumida River
-Discuss structure
-Students will Read BASHO and ISSA
(page 6 in packet)
1. What simple/ natural elements do these poets describe?
2. A haiku can make us see two things at the same time. What two things do we see in these works?
_______________________________________________________-Discuss structure
-Students will Read BASHO and ISSA
(page 6 in packet)
1. What simple/ natural elements do these poets describe?
2. A haiku can make us see two things at the same time. What two things do we see in these works?
III. Students will be briefly introduced to William Shakespeare
(1564-1616)
-Actor, theater owner, playwright and poet
-wrote 38 plays over twenty years
-Wrote many of his sonnets and poems during a time when theaters were closed in London
-The sonnet was the most popular form of poetry during his time
_______________________________________________________
IV. Students will Read "Shall I Compare Thee to a Summer's Day?"
(Page 6 packet; 868 in text)
(read once for meaning and once to hear Iambic Pentameter)
Terms: Metaphor; Rhyme Scheme of a SS Sonnet; Iambic Pentameter
1. As in a Shakespearean sonnet, The first 8 (Octet) lines present a problem or issue and the last 6 (Sestet) have a solution or outcome.
To what is the speaker comparing the subject of the poem?
2. What does the speaker say shall not fade?
3. What does the speaker say Death shall not do?
4. To whom is the poet speaking?
5. To what does "The eye of heaven" refer?
6. To what does the world THIS in the last line refer?
7. In comparison, does the beloved fare better or worse than a summer's day? Give a detail to support your opinion.
8. What makes the beloved immortal?
9. Find a metaphor
10. What is the rhyme scheme
___________________________________________
V. Shakespeare used by modern artists
Song
https://www.youtube.com/watch?v=CjPc8RVJ0Dc
http://bhscomp1.blogspot.com/2018/01/song-lyrics.html
In pairs, find similar phrasing, figurative and literal meanings.
Compare/ contrast the way both artists present the subject matter (problem/ solution)
In pairs, find similar phrasing, figurative and literal meanings.
Compare/ contrast the way both artists present the subject matter (problem/ solution)
11.A.2.4.1 Identify main ideas and supporting details from the text
11.B.2.1.1 Interpret personification, simile, metaphor, hyperbole, satire imagery, foreshadowing and irony
11.A.2.4.1 Identify main ideas and supporting details from the text
11.B.2.1.1 Interpret personification, simile, metaphor, hyperbole, satire imagery, foreshadowing and irony
Students will need:
Prentice Hall Literature Book
- Study Guide Questions Handout
- Sample Missing Person’s Report
- Rubric
- Paper
- Pencil/Pen
Assessment- Rubric
________________________________________________________
Intro to Drama
Wednesday, January 02, 2019
4 poetry units
HAPPY 2019!
Dear Integrated,
I wish you happiness and success throughout the year. Remember to stay focused, make good decisions, and believe in yourself.
Mrs. C
POETRY TEST: FRIDAY, JANUARY 11, 2019 (Terms and poem analysis)
VOCAB TEST: FRIDAY, JANUARY 18, 2019
PART 1
"Metaphor" and "The Wind Tapped"
Goal: Students will analyze poetry
Students will interpret and make conclusions about the meanings and structure of the poems
Students will be introduced to different structures/ formats of poetry: sonnet, haiku
Terms: Figurative language, simile, metaphor, personification
Students will read two poems that contain imagery, metaphoric comparisons,
I. Bell Ringer; 1. Students will take a blank sheet of paper.
2. Since it is a new year,, students will indicate an aspect of their life that they would like to change or start over with the new year.
3. They will have 5 minutes to write, draw and declare on their blank sheet of paper.
4. As a class, we will discuss their outlooks for the new year.
II. Students will be introduced to Eve Merriam
-1916-1992 from NYC
-She was a poet, biographer, radio writer, fashion-magazine editor and teacher
- She said, "Poetry is the most immediate and richest form of communication."
III. Students will read the poem "Metaphor" by Eve Merriam
(Pg 668 in their text; page 5 in the packet)
1. Students will discuss imagery, personification and the overall metaphor discussed in the poem
IV. Students will read a selection by another author who is famous for her use of imagery: Emily Dickinson
Emily Dickinson
-Regarded as one of America's greatest poets
(1830- 1886) Amherst, Massachusetts
-As a young girl she was sociable, However, as she got older she became withdrawn and avoided all contact with strangers
-Recluse - lived with her family, rarely left her home, never married
-wrote 1,775 poems - only 7 were published during her lifetime.
1. Discuss the following scene: Imagine being home alone at night and it is very windy. What do you hear? What do you imagine?
- Students will read the poem (Pg 669 in text and pg 8 in the packet)
-Students will discuss imagery, personification and similes used in the poem
V. Compare and contrast the attitudes of the two authors
Students will interpret and make conclusions about the meanings and structure of the poems
Students will be introduced to different structures/ formats of poetry: sonnet, haiku
Terms: Figurative language, simile, metaphor, personification
Students will read two poems that contain imagery, metaphoric comparisons,
I. Bell Ringer; 1. Students will take a blank sheet of paper.
2. Since it is a new year,, students will indicate an aspect of their life that they would like to change or start over with the new year.
3. They will have 5 minutes to write, draw and declare on their blank sheet of paper.
4. As a class, we will discuss their outlooks for the new year.
II. Students will be introduced to Eve Merriam
-1916-1992 from NYC
-She was a poet, biographer, radio writer, fashion-magazine editor and teacher
- She said, "Poetry is the most immediate and richest form of communication."
III. Students will read the poem "Metaphor" by Eve Merriam
(Pg 668 in their text; page 5 in the packet)
1. Students will discuss imagery, personification and the overall metaphor discussed in the poem
IV. Students will read a selection by another author who is famous for her use of imagery: Emily Dickinson
Emily Dickinson
-Regarded as one of America's greatest poets
(1830- 1886) Amherst, Massachusetts
-As a young girl she was sociable, However, as she got older she became withdrawn and avoided all contact with strangers
-Recluse - lived with her family, rarely left her home, never married
-wrote 1,775 poems - only 7 were published during her lifetime.
1. Discuss the following scene: Imagine being home alone at night and it is very windy. What do you hear? What do you imagine?
- Students will read the poem (Pg 669 in text and pg 8 in the packet)
-Students will discuss imagery, personification and similes used in the poem
V. Compare and contrast the attitudes of the two authors
______________________________________________________________
Part 2
II. Goal: Students will analyze poetryI. Brief intro to the author's of both poems
Dorothy Parker
(1893-1967)
-Grew up in NYC
-Fashion writer, drama critic and author.
-Published volumes of short stories and poems
-Sarcastic attitude For example, when she was told that President Calvin Coolidge, known for his poker face and rigid manner, had died, she replied, "How can they tell?"
Questions:
1. What event is being described in the first line of "OPR"?
2. What would the speaker prefer to one perfect rose?
3. What attitude does the speaker have toward the perfect rose in the first two stanzas?
4. What is the irony of the poem?
5.What is the rhyme scheme of the first stanza?
6. What sarcastic message is the author sending?
II. Goal: Students will analyze poetryI. Brief intro to the author's of both poems
Dorothy Parker
(1893-1967)
-Grew up in NYC
-Fashion writer, drama critic and author.
-Published volumes of short stories and poems
-Sarcastic attitude For example, when she was told that President Calvin Coolidge, known for his poker face and rigid manner, had died, she replied, "How can they tell?"
Questions:
1. What event is being described in the first line of "OPR"?
2. What would the speaker prefer to one perfect rose?
3. What attitude does the speaker have toward the perfect rose in the first two stanzas?
4. What is the irony of the poem?
5.What is the rhyme scheme of the first stanza?
6. What sarcastic message is the author sending?
Samuel Allen
(1917- present)
-Born in Columbus, Ohio
-Law degree from Harvard University
-Eventually concentrated in writing and became a college professor of African Literature
-His poem, "To Satch" is about Satchell Paige, Legendary black baseball pitcher -1948
-He had one of the longest professional baseball careers in history.
-
Leroy Robert "Satchel" Paige (July 7, 1906 – June 8, 1982) was an American Major League Baseball (MLB) pitcher who became a legend in his own lifetime by being known as perhaps the best pitcher in baseball history, by his longevity in the game, and by attracting record crowds wherever he pitched.
Paige was a right-handed pitcher, and at age 42 in 1948, he was the oldest major league rookie while playing for the Cleveland Indians.
-Played in the Major Leagues until 1966. He played in the World Series in 1948
Questions:
1. How does the speaker say he feels?
2. What does the speaker say he will do?
3. The poem presents a picture in words to help convey tone. What are the three sections in the poem that contain verbal imagery?
4. What is the speaker's tone?
5. Write out the line of one hyperbole
6. Write out a line that contains alliteration
7. Satchel Paige once said, "How old would you be if you didn't know how old you are?" How does this quote relate to the poem? Explain the quote
_______________________________________________________________
Part 3
Narrative Poetry
Goal: Students will read, comprehend, and interpret poetry
Students will relate poems to personal connections
Students will identify the speaker in the poem
Students will recognize elements of narrative poetry
Bell Ringer: Explain the following statement: One's immediate actions may result in immediate consequences.
Introduction to Rudyard Kipling:
Rudyard Kipling - 1865-1936
Most famous work: The Jungle Book
Born in India to English Parents.
Spoke Hindustani and English as a child
Went to England for formal education
At the age of 18, he returned to India as a journalist
Many of his first poems appeared in newspapers
In 1907, he became the first English author to win the Nobel Prize for Literature
1. Students will read the poem pg 851 in the packet
2. Students will discuss How the passage has narrative and dramatic elements of poetry
Terms:
Narrative poem- Tells a story and is usually longer than other types of poems.
-Like a story, a narrrative poem has one or more charaters, a setting, a conflict and a series of events that come to a conclusion
-Most narrative poems are divided into stanzas --- groups of lines that have the same pattern, rhythm and rhyme
Dramatic Poetry-
Poetry where one or more characters speak
Uses the words of one or more characters to directly convey what is happening
- Dramatic poetry creates the illusion that the reader is actually witnessing a dramatic event
Questions:
A. How would you feel if you were in the regiment about to watch the hanging of a friend?
B. What might lead someone like Danny Deever to make a choice that he must have known would result in execution?
C. Describe the setting in Danny Deever
D. Of the two speakers, which has prior experience with military executions?
E. Why is Danny being executed?
F. What does Files-on-Parade mean when he says "I've drunk 'is beer a score o' times?"
G. Compare and contrast the two speakers
H. "Bitter cold" - CS excuse for the soldiers hard breathing
""A touch o' sun" - CS excuse for a fainting in the ranks
Are these excuses believable? What really accounts for the physical problems of the men?
Students will relate poems to personal connections
Students will identify the speaker in the poem
Students will recognize elements of narrative poetry
Bell Ringer: Explain the following statement: One's immediate actions may result in immediate consequences.
Introduction to Rudyard Kipling:
Rudyard Kipling - 1865-1936
Most famous work: The Jungle Book
Born in India to English Parents.
Spoke Hindustani and English as a child
Went to England for formal education
At the age of 18, he returned to India as a journalist
Many of his first poems appeared in newspapers
In 1907, he became the first English author to win the Nobel Prize for Literature
1. Students will read the poem pg 851 in the packet
2. Students will discuss How the passage has narrative and dramatic elements of poetry
Terms:
Narrative poem- Tells a story and is usually longer than other types of poems.
-Like a story, a narrrative poem has one or more charaters, a setting, a conflict and a series of events that come to a conclusion
-Most narrative poems are divided into stanzas --- groups of lines that have the same pattern, rhythm and rhyme
Dramatic Poetry-
Poetry where one or more characters speak
Uses the words of one or more characters to directly convey what is happening
- Dramatic poetry creates the illusion that the reader is actually witnessing a dramatic event
Questions:
A. How would you feel if you were in the regiment about to watch the hanging of a friend?
B. What might lead someone like Danny Deever to make a choice that he must have known would result in execution?
C. Describe the setting in Danny Deever
D. Of the two speakers, which has prior experience with military executions?
E. Why is Danny being executed?
F. What does Files-on-Parade mean when he says "I've drunk 'is beer a score o' times?"
G. Compare and contrast the two speakers
H. "Bitter cold" - CS excuse for the soldiers hard breathing
""A touch o' sun" - CS excuse for a fainting in the ranks
Are these excuses believable? What really accounts for the physical problems of the men?
Part 4
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The Fish
Goal: Students will read, comprehend and interpret poetry
Students will apply poetry terms during reading sessions: Simile, hyperbole, tone, mood
Students will read, comprehend and interpret poetry
Students will apply poetry terms during reading sessions
I. Students will be introduced to Elizabeth Bishop (p. 262 in text)
1911-1979- Born in Massachusetts, but loved to travel
Spent many years in Brazil.
1945- Springboard for her career- She won a poetry contest, and was published in her first book: North and South
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Bishop quotes
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Bishop quotes
"I think geography comes first in my work, and then animals. But I like people, too."
-Mood: the atmosphere or tone of a poem. The poet uses specific words, phrases, and images to convey the mood of the poem.
-In "The Fish," the poet says, "I looked into his eyes/ which were far larger than mine/ but shallower, and yellowed./ the irises backed and packed/ with tarnished tinfoil....."
-These specific words convey the speaker's longing to understand the fish by looking into its eyes.
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Analysis: Find examples in the poem that shows Bishop has experience catching fish.
Find an example in the poem where the author reveals atmosphere and tone
GOALS:
I. Students will be introduced to Elizabeth Bishop (p. 262 in text)
Students will read the poem and practice making predictions
In groups, students will pull out their analysis paragraphs and debate their interpretation of the poem versus the author’s purpose
2. Students will read and discuss the poem.
3. Assessment: Questions on page 267 of text
Students will read the poem and practice making predictions
In groups, students will create analysis paragraphs and debate their interpretation of the poem versus the author’s purpose
11.A.2.4.1 Identify main ideas and supporting details from the text
11.B.2.1.1 Interpret personification, simile, metaphor, hyperbole, satire imagery, foreshadowing and irony
11.B.2.1.1 Interpret personification, simile, metaphor, hyperbole, satire imagery, foreshadowing and irony
11.A.2.4.1 Identify main ideas and supporting details from the text
11.B.2.1.1 Interpret personification, simile, metaphor, hyperbole, satire imagery, foreshadowing and irony
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