Due Dates
1. Friday, 1/20 Go over Web Quest and begin novel
2. Over the next few weeks, we will be discussing the novel, poetry, and writing.
3. The Vocab unit 2 packet (lessons -9) will be in your GC
THE VOCAB UNIT 2 IS IN YOUR GOOGLE CLASSROOM
**Please complete the lesson in Kami and turn Lesson 7 in to GC
** Your 10 original sentences should be turned in to www.turnitin.com
4. Monday, 1/24-Voc 9 - 10 original sentences will be due on Monday, 1/24 before you walk in to class.
**Be sure to CAPITALIZE the words and HIGHLIGHT OR UNDERLINE THE CONTEXT CLUES
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4 Poems AND WEBQUEST
Generations/ Night Clouds/ Haiku / Sonnets
Thursday, 1/20 - before you enter class- Web Quest will be due
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
Fueled by Marcie Hans
Hans (1928-75)
Born in Chicago
Work: Advertising Copywriter
Author
There's an Elephant in My Sandwich
She has a whimsical approach to life
Fueled
Fueled
by a million
man-made
wings of fire-
the rocket tore a tunnel
through the sky-
and everybody cheered.
Fueled
only by a thought from God-
the seedling
urged its way
through thicknesses of black-
and as it pierced
the heavy ceiling of the soil-
and lauched itself
up into outer space -
no
one
even
clapped.
Fueled
by a million
man-made
wings of fire-
the rocket tore a tunnel
through the sky-
and everybody cheered.
Fueled
only by a thought from God-
the seedling
urged its way
through thicknesses of black-
and as it pierced
the heavy ceiling of the soil-
and lauched itself
up into outer space -
no
one
even
clapped.
Answer the following;
1. What is fueled by "a million man-made wings of fire"?
2. What reaction does the above event bring?
3. What is fueled by "a thought from God"?
4. What reaction does the event bring?
5. What does "a million man-made wings of fire" mean?
6. What do you think the author is inferring with the phrase "fueled only by a though from God"?
7. What does "outer space" refer to in the line 16?
8. Compare what fuels the rocket to what fuels the seedling?
9. What does the rocket tear through compared to what the seedling tears through?
10. What is People's reaction to the rocket in the contrast to their reaction to the seedling?
11. What point about society is Hans making?
12. Do you agree or disagree with 11 , the author's point?
13. What is the figurative meaning/ theme of this poem?
14. What is the literal meaning/ theme of this poem?
15. List the line and any literary/ poetic device found in the poem
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,
_________________________________________________________
Structure Poems- Haiku
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
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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
_______________________________________________________
Sonnets-
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
_______________________________________________________
Sonnets-
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
(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
Essay:
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