Poetry – 4 weeks
How do poets use poetic devices to illuminate the human condition?
Assorted poems from Robert Frost, Emily Dickinson, Yeats, Plath, Eliot, Keats, Dove, Thomas, Herrick, Blake, Tennyson, and other student choice poets.
Students will demonstrate an understanding of rhyme scheme, blank verse, figurative language- simile, metaphor, overstatement (hyperbole), understatement (litote), metonymy, synecdoche, apostrophe, onomatopoeia, oxymoron, personification, ode, mood, tone, and syntax.
Students will read, annotate, analyze, and do in class writing activities including creating their own original poems using extended metaphors, writing comparative essays, revising essays in response to teacher feedback, complete a research project on a chosen poet, and take applied practice poetry quizzes.
Unit Essay: How do form & use of literary devices influence meaning in a chosen poet’s work?
Examining and analyzing a selection of poems from a poet of the student’s choosing (among offered selected poets) – explore what poetic devices and common poetic forms the poet is using consistently. How do these devices shape meaning and purpose and how can they be compared/contrasted across a variety of works.
Poetry Essay Review
Need a Quick Review? Spend a minute or two reading through … that’ll do.
- Review terms and techniques.
- Become familiar with types of poetry questions (prompts).
- Highlight the prompt to make certain you are aware of required tasks.
- Time your essay carefully.
- Read the poem a couple of times.
- Spend suffi cient time “working the poem” before writing.
- Mark up the poem.
- Create a strong opening paragraph, including prompt information.
- Refer often to the poem for concrete details and quotes to support your ideas.
- Always stay on topic.
- Avoid simply paraphrasing.
- Include transitions and echo words.
- Practice—vary the prompt and your response.
- Consult the models and rubrics for self-evaluation.
- Share ideas with others.
|Day One||Introduction To PoetryInterpreting Poetry||Poetry-and-AP-Language|
|Day Two||Learning to Interpret Poetry|| Learning to Analyze Poetry
|Day Three||Practice Interpretation with Donne’s sonnetsHW: Further Poetry Practice||Poetry Comparison|
|Day Four||Poetry types ppt||Types of Poems|
|Day Five||TPCASTT and DIDLS – “Mirror” by Slyvia PlathPoetry Project||TPCASTT_Template|
|Day Six||Connotation and Denotation – textbook – 757″There is No Frigate Like A Book” – 758
“Cross” – 766
“The World is Too Much With Us” – 766
HW: Pick a poem not used and answer questions for poem.
|Day Seven||Imagery in Poetry – pg 712″The Widow’s Lament in Spring time” – 716
“Living in Sin” – 718
“After Apple Picking” – 720
HW: Pick a poem and use a TPCASST to analyze
|Day Eight||“Spinster” – 1078 – Read – find unusual words that may have ?multiple meanings. Find words that strike you. Brainstorm and ?write 2 other words that might replace the words that you noted. ?What effect did the words the poet chose have that was different ?from the ones you chose?Look at poem explication for project
Explicating a Poem – Read “Hollow Men” and complete ?explication form
| Literary Response Journal
|Day Nine||Review Hollow MenApplied Practice as a class|
|Day 10||Archetypes and Symbols|| ArchetypalSymbols _2_
|Day 11||Analyze two poems – SonnetsUse analysis questions
HW: Create MC questions for one of the poems
|Day 12||Exchange poetry questions, answer, and then discuss.|
|Day 13||Applied Practice for Poetry
|Day 14||Go over Poetry Essay format
Timed Poetry Essay
|Learning to Analyze Poetry|
|Day 15||Revise Timed Essay|
|Day 16||Library time for Poetry assignment|
|Day 17||Timed MC and EssayHW: Bring in 13 copies of personal poem and be prepared to discuss|
|Day 18||Turn in Poetry assignmentRound table discussion of poem choices
HW: Study Poetry terms for poetry test
|AP Literature Poetry Terms|
|Day 19||Finish Poetry roundtable discussion|
|Day 20||Poetry Terms Test|