Poetry Unit Plan Graphic Organizer

7/18/2019 Poetry Unit Plan Graphic Organizer

http://slidepdf.com/reader/full/poetry-unit-plan-graphic-organizer 1/22

Topic/Sub-topic Concept / Skills / Objectives Activities Assessment Reference

Poetry

2. Poetic Devices

1. Sound Devices

2. oetr! "s ictures

#. $ood "nd Tone%. Addition"l oetic devices

3. Understanding Poetry

1. Dr"m"tic si&nific"nce of

Title2. 'io&r"p(ic"l )nfluence

#. erson" vs. oet

1. Introduction to Poetry

1. Riddle oems

2. 'io oem #.Son&s

"s poems

SKILLS1. Analyzing2. Identifying3. Performing

Attitudes1. Cooperating

2 Respecting3. Appreciation

4. Poetry Comprehension

1. *oc"bul"r! "nd+uestion An"l!sis

2. Ans,erin&Compre(ension +uestions

#.oetr! An"l!sis



Attitudes Activities

Topic )ntroduction

to oetr!

Subtopic Riddle

oems

$"teri"ls

e,sprint m"rkers

t"pe riddle poem

fe"tures ("ndouts

Concept

Riddles "re "n e0cellentve(icle for introducin&

students to poetr! "nd poetr! ,ritin&. T(e riddle

inter"ctive encour"&esstudents to use l"n&u"&e

in suc( " ,"! "s to

present " common t(in&"s unf"mili"r "skin& t(eir

re"ders/listeners to &uess,("t it is centr"l to t(e

tr"dition of t(ese poems

t(e use of l"n&u"&e. oodriddles rel! on t(e cre"tive

use of l"n&u"&e.

Skills

1. ritin&

2. )dentif!in&

#. Revisin&

Attitudes

1. Cooper"tion

2. 3nderst"ndin&

#. Appreci"tion

Students ,ill be

"ble to

$"ke t(e

connection bet,een poems "nd riddles

Solve riddle poems

ener"te t(eir o,n

riddle poems

Tr! to fi&ure out

riddle 4("t 5ills

5in&s Ruins

to,ns be"ts (i&(

mount"ins do,n67

Ans. Time.

S("re riddles

S("re vie,s on

oetr!

ill be &iven "

("ndout t("t covers

t(e fe"tures of

riddle poems. T(ecl"ss ,ill revie,

t(e ("ndout

)n &roups ,rite

t(eir o,n riddle

poem

ritin& riddle

poems

Solvin& riddle poems

8illin& out e0itslips

9"c( student

,ill be t"sked,it( ,ritin&

(is/(er o,n

riddle poem for"ssi&nment.

orld of

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Topic )ntroduction

to oetr!

Subtopic 'io oem

$"teri"ls

e,sprint m"rkers

t"pe recipe for bio

poem rubric

Concept

A bio poem is " poem

,ritten "bout self. T(e

poem emp("si=es

person"l c("r"cter tr"its

feelin&s &o"ls etc.

Skills

1. Reflectin&

2. ritin&

#. Demonstr"tin&

Attitudes

1. Respect

2. Confidence

#. Appreci"tion

Students ,ill be

"ble to

1. Develop "

positive "ttitude

to,"rd self "s "

uni>ue "nd,ort(! person.

2. Document

person"l

stren&t(s "nd"ssets.

#. Reco&ni=e"ccept respect

"nd "ppreci"teet(nic cultur"l

"nd individu"ldiversit!.

%. Demonstr"te

respect for selft(rou&(

completed bio

poem.

Te"c(er ,ill

distribute to e"c(

student " cop! of

t(e 4recipe7 for t(e

'io-oem "nd ,ill

e0pl"in/discuss t(e'io-oem.

o over t(e tenlines t("t form t(e

poem. 'r"instorm

ide"s to&et(er.

Students be&in t(e,ritin& process.

Allo, students toc(oose t(e font t!pe

"nd si=e. ?T(is

m"kes fin"l products look

&re"t.@

"ve students ,ork

to&et(er in p"irs to

proof edit etc.

"ve " s("rin&

period ,(erein

e"c( student re"ds(is/(er poem to

cl"ss.

Displ"!ed 'io-

oems ,ill beevidence of

desiredoutcome.

)f desiredte"c(er c"n

devise " rubricto c(eck off

e"c( p("se of

t(is ,ritin& project.

orld of

poetr! for

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Topic )ntroduction

to oetr!

Subtopic Son&s "s

oems

$"teri"ls

$p# pl"!er

spe"kers cop! of

l!rics ?sc(ool

"ppropri"te@

Concept

$"n! times students ("ve

" ne&"tive vie, of poems

but t(e! love to listen to

t(eir o,n music "nd if

t(e! re"li=e t("t it is re"ll!

poetr! t(e! ,ill be more

interested "nd receptive to

stud! poetr!.

Skills

1. Bistenin&

2. Respondin&

#. Connectin&

Attitudes

1. Receptive

2. Confidence

#. Appreci"tion

Students ,ill be

"ble to

. $"ke t(e

connection

bet,een son&s

"nd poems. Comp"re son&s

to tr"dition"l

poem

:. Respondin& tot(e ide" of

son&s "s poemst(rou&( "

reflection.

(en students step

into cl"ss t(e! ,ill be &reeted b! music

?8ire,ork b! 5"t!err!@

Students ,ill be&iven " l!ric s(eet

"t t(e door ,it(&roupin&

inform"tion

"tt"c(ed

Cl"ss ,ill sin&"lon& ,it( t(e

son&.

)n &roups students

,ill be "sked to

respond to>uestions "bout t(e

son&.T(e numbered (e"d

tec(ni>ue ,ill be

used to ensure "ll

students "re re"d!

to respond.

S("re vie,s ,it(

t(e cl"ss

9"c( &roup ,ill be

&iven "not(er son&

l!ric to re"d "nd

"ns,er >uestions

"nd s("re ,it( t(e

cl"ss

Reflection on

Son&s "s oems,it( reference

,it( 8ire,orks.

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Topic/Sub-topic Concept / Skills /

Attitudes

Objectives Activities Assessment

Activities

Reference

Topic oetic

Devices

Subtopic Sound

Devices ? R(!t(m

"nd R(!me@

$"teri"ls

"rifun" drums("ndouts on r(!t(m

"nd r(!me

projector computer

spe"kers

Concept

R(!t(m is " music"l

>u"lit! produced b! t(e

repetition of stressed "ndunstressed s!ll"bles.R(!t(m occurs in "ll

forms of l"n&u"&e bot(

,ritten "nd spoken but is p"rticul"rl! import"nt in

poetr!T(e most obvious kind of

r(!t(m is t(e re&ul"rrepetition of stressed "nd

unstressed s!ll"bles foundin some poetr!.riters "lso cre"te r(!t(m

b! repe"tin& ,ords "nd p(r"ses or even b!

repe"tin& ,(ole lines "nd

sentencesA r(!me ?sometimes spelt

rime@ is " repetition ofsimil"r sounds in t,o or

more ,ords "nd is mostoften used in poetr! "nd

son&s. T(e ,ord Er(!meE

m"! "lso refer to " s(ort poem suc( "s " r(!min&

couplet or ot(er briefr(!min& poem suc( "s

nurser! r(!mes.

Skills1. Bistenin& 2.)dentif!in&

#. Connectin&Attitudes1. Receptive

2. Respect#. Appreci"tion

Students ,ill be

"ble to

;. )dentif! r(!t(m"nd r(!me in poems

<. erform poemsusin& r(!t(m

"nd r(!me1F. )dentif! t(e

effect?s@ t("t t(e

r(!t(m "ndr(!me ("ve on

t(e re"ders

"tc(in& " video of

5"m"u 'r"t,"ite

performin& (is

poem C"l!pso.

Discuss t(e r(!t(m"nd r(!me in t(e

perform"nce of t(e poem

Cl"ss ,ill be

divided into #

&roups. 3sin& t(e

numbered (e"ds

met(od t(e cl"ss

,ill discuss "nd

s("re t(e notes on

r(!t(m "nd r(!me.

ork in &roups

to "dd music

?drums@ to "

poem.

erform poemfor t(e cl"ss.

orld of

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Attitudes


Activities

Reference

Topic oetic

Devices

Subtopic Sound

Devices ?Asson"nce

Alliter"tion

Onom"topoei"@

$"teri"ls

Sound Devices

"ndouts poems

ne,s prints m"rkers

Concept

Alliter"tion occurs ,(en "

conson"nt sound isrepe"ted. otice t("t p(

sounds t(e s"me "s f "nd

c"n sound simil"r to s so

to detect "lliter"tion !ou

must listen to t(e sound

"nd not look "t t(e

spellin&. T(e "lliter"tion

m"! mimic t(e sound of

,("tever t(e poet ist"lkin& "bout. +uite often

too "lliter"tion ,orks in

muc( t(e s"me "s "

(i&(li&(tin& pen J it

dr",s !our "ttention to

t(e specific ,ords.

Asson"nce is produces b!

t(e repetition of t(e s"me

vo,el sound. A&"in !ou

must listen to t(e sound

"nd not be distr"cted b!

t(e spellin& c"u&(t

mourn port ("ve t(e s"me

vo,el sound !et t(e

spellin& of e"c( is >uite

different.

Onom"topoei" is " poetic

device t("t ,e use

re&ul"rl! in ever!d"!

Students ,ill be

"ble to

Differenti"te bet,een

"lliter"tion

"sson"nce "nd

onom"topoei"

)dentif! sound

devices ,it(in "

poem

Determine t(e

effect of usin&

sound devices in

poems

3se " concept

"tt"inment m"tri0

differenti"te

bet,een t(e #sound devices

Cl"ss ,ill be

divided into

&roups. 9"c( &roup

,ill be "ssi&ned "

device. T(e &roups

,ill be &iven notes.

T(e! ,ill discuss

devices "nd come

up ,it( t(eir o,n

e0"mples. Hi&s",

met(od ,ill be used

to s("re info ,it(

t(e cl"ss.

(ole cl"ss

discussion "nd fin"l

t(ou&(ts. 9"c(

&roup ,ill be

"ssi&ned " poem

,(ic( t(e! ,ill

need to pl"ce on

ne,s print "nd

identif! "nnot"te

"nd e0pl"in to t(e

cl"ss.

9"c( &roup ,ill

s("re t(eir

findin&s ,it(

cl"ss.

Reflection ont(e effect of

usin& sounddevices in

poems.

orld of

poetr! for

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speec( br"ps b"dup "re

onom"topoeic ,ords t("t

,e find in Creole but ,e

"lso use ,ords like pitter

p"tter "nd spl"s(. )n ot(er

,ords onom"topoei"

occurs bot( in ,ords t("t

,e invented to tr! tomimic " p"rticul"r sound

"nd in ,ords t("t ("ve

been invented b! ot(ers

"nd ("ve found t(eir ,"!

into t(e diction"r!. 8or "

,ord to be "n e0"mple of

onom"topoei" it must tr!

to imit"te t(e sound it

refers to.

Skills

Differenti"te

)dentif!

An"l!=e

Attitudes

Respect

*"lue




Attitudes


Activities

Reference

Topic oetic

Devices

Subtopic oetr! "s pictures ?Simile

$et"p(or

ersonific"tion

Allusion@

$"teri"ls

otes on devices poem ne,s prints

m"rkers

Concept

Simile " fi&ure of speec(

in ,(ic( "n e0plicit

comp"rison is m"de

bet,een t,o t(in&s usin&

4like7 4"s7 or 4t("n7 "s

in K 4t(e sun toils like "

fis(erm"n ,it( " ("rd tide

to be"t7 ?T(e Tourist p.

1F:@

$et"p(or " t!pe of

fi&ur"tive l"n&u"&e in

,(ic( one t(in& is

described in " ,"! t("t

identifies it ,it(

somet(in& else for

e0"mple ,(en t(e poet

likens t(e (e"rtbe"t to "

fri&(tened m"re in t(ese

lines from ?Comin& Out

p"&e 2<@

A fri&(ten m"re"llopin& do,n cobbled

Streets on " storm! ni&(t

Lour (e"rtbe"t fills t(e

room

ersonific"tion ,(en t(e

poet refers to "n in"nim"te

object or "n "bstr"ct

>u"lit! "s t(ou&( it ,ere "

livin& person "s in Ho(nDonneMs lines 4De"t( be

Students ,ill be

"ble to

)dentif! t(e picture

devices ,it(in

poems

Differenti"te

bet,een t(e

different devices

Dr", " picture of

t(e poem

Revie, of devices

Hi&s", to s("re info

on different devices

"nd poems

)dentif! devices

,it(in poems

Dr", " pictureof t(e poem

orld of

poetr! for

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not proud t(ou&( some

("ve c"lled t(ee/$i&(t

"nd dre"dful7 ?p. 1;@

Allusion is m"de ,(en t(e

spe"ker e0presses (is or

(er t(ou&(ts or c(ooses

l"n&u"&e in suc( " ,"!

t("t ,e "re reminded of "simil"r situ"tion outside of

t(e poem J usu"ll! in

ot(er liter"ture. 'iblic"l

"llusions "re common in

9urope"n liter"ture.

Skills

Differenti"te

)dentif!

dr",

Attitudes

Respect

*"lue

Appreci"te




Attitudes


Activities

Reference

Topic oetic

Devices

Subtopic $ood "ndTone

$"teri"ls

)nstrument"l music

ori&in"l son&s

computer projector

ne,s prints

Concept

$ood "nd Tone

(en !ou s"! somet(in&

!ou use " p"rticul"r tone

of voice. Lou m"! use "

sincere tone of pr"ise or "

s"rc"stic tone of mocker!.

T(e tone in " poem refers

to t(e "ttitude ?t(e tone of

voice@ of t(e spe"ker. )n

Dulce et Decorum 9st t(e

spe"kerMs tone is one of

"dmir"tion reverence "nd

pr"!erful lon&in& to be

like t(e flo,ers in

("rmon! ,it( odMs ,ill.

T(e poem ("s " reli&ious

tone. As !ou c"n see !ou

m"! ,ell use more t("n

one "djective to describe

t(e tone of t(e poem J t(e

"ttitude of t(e spe"ker to,("t (e or s(e is spe"kin&

"bout.

Simil"rl! ,it( mood !ou

m"! need sever"l

"djectives --"nd

remember t("t t(e mood

cre"ted in t(e poem m"!

c("n&e from one st"n=" to

t(e ne0t. T(e mood refersto (o, t(e poem m"kes

Students ,ill be

"ble to

Describe (o,

cert"in instrument"l

son&s m"ke t(em

feel.

)dentif! t(e mood

"nd tone in t(ree

s"mples of music

Distin&uis(

bet,een mood "nd

tone

)dentif! mood "nd

tone ,it(in poems.

Bisten to

instrument"l music

)dentif! (o, t(e

music m"kes t(em

feel

Bist ,ords t("t

describe (o, t(e!

feel ,(en music is

pl"!in&

redict ,("t t!pe of

son&s b"sed on t(e

instrument"ls

Comp"re t(e ,ords

of t(e son& to t(e

feelin&

Distin&uis(

bet,een mood "nd

tone

)dentif! mood"nd tone ,it( in

" poem

orld of

poetr! for

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!ou feel "bout t(e subject

m"tter. )n 4Sout(7 5"m"u

'r"t,"ite cre"tes t(e

mood of ost"l&i" "s t(e

spe"ker rec"lls (is isl"nd

"nd t(en of unbounded

jo! "nd (ope "s (e sees

t(e be"c( "nd t(e urc(ins pl"! t(ere. )n contr"st

t(ou&( in t(e s"me poem

t(ere is " mood of

bitterness "nd oppression

"s t(e spe"ker

contempl"tes ,("t (e ("s

&one t(rou&( in (is

sojourn in t(e nort(ern

l"nds "nd t(e ,"! t(ose

nort(ern people ("ve

(istoric"ll! oppressed t(e

peoples of t(e isl"nds.

Skills

Describe

)dentif!

Distin&uis(

Attitudes

Respect

*"lue

Appreci"te




Attitudes


Activities

Reference

Topic oetic

Devices

Subtopic "ddition"l poetic Devices

?Diction Repetition@

$"teri"ls

Devices "ndouts

poems ne,s prints

m"rkers

Concept

Diction

(en ,e "re discussin&

diction it could me"n t(e

poetMs c(oice of ,ords. )n

4est )ndies 3SA7

Ste,"rt 'ro,n ,"nts to

(i&(li&(t t(e contr"st

bet,een t(e ric( "nd t(e

poor t(e ("ves "nd t(e

("ve-nots in S"n Hu"n. e

su&&ests t(e ,e"lt( of

some folk b! usin& diction

"ssoci"ted ,it( "tec(nolo&ic"ll! developed

societ! tou&(ened tinted

&l"ss s(immirin& t"rm"c

condominiums polis(ed

C"dill"cs. And on t(e

ot(er ("nd (e uses diction

"ssoci"ted ,it( povert! to

evoke t(e ,ide &"p

bet,een ric( "nd poor&"lv"ni=ed s("nties pus(

c"rts.

Skills Define )dentif!

DetermineAttitudes Respect *"lue

Students ,ill be

"ble to

Define diction "nd

repetition

)dentif! "nd e0pl"in

diction "nd

repetition ,it(in

poems

Determine t(e

effect of t(e diction

"nd repetition on

t(e mood "nd tone

Define diction.Re"d t(e notes "nd

use t(e numbered(e"d met(od to

f"cilit"te s("rin&

"nd cl"ss discussion

Cl"ss ,ill be

divided into

&roups. 9"c( &roup

,ill be "ssi&ned

poem. T(e &roups

,ill be &iven notes.

)dentif! "nd e0pl"in

t(e diction of t(e poem

Hi&s", "ctivit! to

encour"&e s("re

inform"tion "round

t(e cl"ss.

(ole cl"ss

discussion "nd fin"l

t(ou&(ts.

Reflection ont(e effect of

diction on mood"nd tone of t(e

poem

orld of

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Topic

3nderst"ndin&

oetr!

Subtopic Dr"m"ticSi&nific"nce of title

$"teri"ls

Devices "ndouts

poems ne,s prints

m"rkers

Concept

Dr"m"tic Si&nific"nce

Some CIC >uestions

cont"in t(e term dr"m"tic

si&nific"nce. Sometimes

t(e term stumps some

students. Si&nific"nce is

s!non!mous to s!mboli=e.

S!mboli=e is rel"ted to

s!mbols.

A useful definition of "

s!mbol is t(is 4A s!mbol

is itself "nd it "lso points

out t(e me"nin& outside of

itself.7)n 4T(emes for 9n&lis(

'7 t(e colle&e is liter"ll!

on t(e (ill "bove "rlem.

'ut t("t (ill is "lso

s!mbolic J me"nin& t(e

bl"ck student in "rlem

,ill ("ve " &re"t climb to

&et up to t("t colle&e "nd

t("t t(e! ,ill never belon& to t(e privile&e

,(ite ,orld but ,ill

"l,"!s ("ve to &o b"ck

do,n into t(e povert! "nd

sti&m" of "rlem.

T(e title is not t(e onl!

s!mbol t("t c"n be found

in poems. Sometimes t(e

re"der ("s "n ide" of ,("t

t(e poem is "bout b"sed

Students ,ill be

"ble to

Define "nd e0pl"in

s!mbolism

)dentif! univers"ls!mbols

An"l!=e t(e s!mbol

of t(e title in t(e

poem 4T(e R"ven7

b! 9d&"r All"n oe

Bist t(e different

color ribbons "nd

,("t t(e!

s!mboli=e

)n &roups cre"te "

list of univers"ls!mbols.

S("re "nd discuss

lists ,it( cl"ss.

Discuss ,(! some

s!mbols "re

me"nin&less in

some p"rts of t(e

,orld.

)n &roups discuss

,("t r"vens

s!mboli=e "nd

m"ke predictions of

its role in t(e poem

)n &roups re"d

poem 4T(e R"ven7

b! 9d&"r All"n oe

Comment on t(e

effect of t(e r"ven

"nd ,("t it

s!mboli=es

Dr", " picture

of t(e poem

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F-s!mbolism-

in-t(e-r"ven/



on t(e title but sometimes

t(e title &ives not(in&

","!.

Skills

Define

)dentif!

An"l!=e

Attitudes

Respect

*"lue


Attitudes


Activities

Reference

Topic3nderst"ndin&

Concept Just how releant is an

Students ,ill be"ble to

A !iographicalideo on "aya

#tudents will!e as$ed to

9n&lis( ' for



oetr!

Subtopic'io&r"p(ic"l

)nfluence

$"teri"lsstrips% tape%

mar$ers,biographies,samples ofwriters’ works,videos,computer,projector,matrix

author&s priate life toour appreciation orunderstanding of his orher wor$' "any wouldargue that we shoulddisregard it entirely.(thers might point outthat while you canthoroughly en)oy a

noel or poem without$nowing who wrote it%any deeper graspre*uires at least some!asic information.

Skills: 1. Identifyingconnections !etweenpoets& !iographies andtheir poems2. Analyzing Poems3. +eneratinghypotheses

Attitude: ,aluing theimportance of studyingthe poets and theirpoetry

1. +eneratehypotheses toanswer the*uestion -owdoes a person&slife in/uenceshis0her poems'2. Analyzepoems and

!iographies3. Reisehypotheses andma$egeneralizations. Appreciate thediersity inhumaneperiences andhow they a4ect5iterature

Angelou will !eplayed for theclass6 the classwill discuss it and7ll in a matriplaced on the!oard. 8he classwill discuss and7ll in the areas of

characteristicsand eperiences. 8he poem #till IRise !y "ayaAngelou will !eplayed for theclass and theclass will discussit and 7ll in thearea underwor$s. Anotherpoem In and (utof 8ime will !eplayed and theclass will repeatthe actiity.9ach group will!e gien a poemand a !iographyof the poet. 8eacher will wal$around to renderaid as studentscomplete thisactiity.#tudents willread the!iography andthe poem andpull out the mainideas. In theirgroups students

will discuss if theeperiences ofthe poet played

loo$ at thematri on the!oard andcome up withsome 7nalthoughts.#tudents will!e as$ed toshare their

7nal thoughtson!iographicalin/uenceswith theclass. -owdoes aperson&s lifein/uencehis0herpoems'#tudents will!eencouragedto eplain thereasoning!ehind theirhypothesesandgeneralizations. 8he class willreiew theentrance andeit slips. 8hestudents will!e gien :minutes to 7llout their eitslips. A fewstudents will!e as$ed to

share thecontents oftheir eit slips

CS9C p"&e

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any role inin/uencing thecontent of thepoem.#tudents will !egien strips to 7llout thecharacteristics%personal

eperiences andthe sample wor$of the poets. 8he strips will !eplaced on thematri on the!oard and amem!er of eachgroup willpresent their7ndings andeplain to theclass whetherthey hae madeany changes totheir hypothesesafter the actiity.

with theclass. 8o close o4students will!e as$ed toturn oertheir eit slipsand answerthe *uestion

-+ien theday&sactiities and7ndings& howimportant is itto study thepoet whenanalyzing andpoem'9ntrance 0eit slips will!e collected!y theteacher forfurtherassessment.




Attitudes


Activities

Reference

Topic

3nderst"ndin&

oetr!

Subtopic oet vs.

erson"

$"teri"ls

ospel of Ho(n

C("pter ; Cop! of

oem notes on poet

"nd person"

Concept

T(e spe"ker of " poem is

referred to "s t(e person".

T(e spe"ker is not t(e

poet but " m"sk t(e poet

"ssumes just "s "n "ctor

"ssumes " role.

(en t(e poet ,rites (e

or s(e pretends to be

someone else " lover "n

OlMi&ue " sc(ool bo!.

Some poems ("ve most

unn"tur"l spe"kers "n

unborn c(ild " mirror "

c"t.

Skills

90pl"in)dentif!

Decide

Attitudes

Respect

*"lue

Cooper"te

Students ,ill be

"ble to

90pl"in t(e

difference bet,een

poet "nd person"

)dentif! "nd

describe t(e

person" in 9lm"$itc(ellMs 4A

StoneMs T(ro,7

Decide ,(et(er t(e

poem ,ould be "s

&ood if " different

spe"ker ,"s used.

Define poet "nd

person"

Re"d t(e poem

from 9lm" $itc(ell

"nd identif! t(e

person".

Bist t(e "dv"nt"&es

of ("vin& one of t(e("risees "s t(e

person"

Discuss ,(et(er t(e

poem ,ould be "s

&ood if " different

spe"ker / person"

,"s used. (!6

Re,rite t(e poem usin& "

different

person"

9n&lis( ' for

CS9C p"&e

11<

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on.com/(ome

,ork-(elp-liter"ture/%<<

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in-t(e-r"ven/

A orld of

oetr! for

CIC p&. <

http://www.brighthubeducation.com/homework-help-literature/49960-symbolism-in-the-raven/













Attitudes


Activities

Reference

Topic oetr!

Compre(ension

Subtopic *oc"b "nd

+uestion An"l!sis

Ans,erin&Compre(ension

+uestions

Ans,erin&

Compre(ension

+uestions

$"teri"ls

Re"din& Comp

Diction"ries

Concept

Re"din& Compre(ension

One of t(e first steps to

"ns,er re"din&

compre(ension >uestions

is to underst"nd e0"ctl!

,("t t(e >uestions "re

"skin&. )f ,e do not kno,,("t t(e >uestions "re

"skin& t(en ,e do not

kno, ,(ere to be&in

"ns,erin&.

- Ans,er in

complete

sentences- Refer to >uestion

- Avoid st"rtin&response ,it( "

pronoun

- Avoid st"rtin&

responses ,it(

bec"use

Skills

Define

An"l!=e

Bist

Students ,ill be

"ble to

Define ,ords

commonl! found in

>uestions

An"l!=e

compre(ension

>uestions

Bist dos "nd donMts

of "ns,erin&

compre(ension

>uestions

Ans,er

compre(ension>uestions

Define ,ords

commonl! found in

compre(ension

>uestions.

)n roups "n"l!=e

compre(ension

>uestions

$"ke " list of

t(in&s to do "nd

t(in&s not to do

,(en "ns,erin&

compre(ension

>uestions

Re"d "n e0tr"ct "n

"ns,er

compre(ension

>uestions

S("re responses

"nd cre"te model

"ns,ers

S("re responses

"nd cre"te

model "ns,ers

Complete "re"din&

compre(ension

from t(e te0t book.

ACompre(ensive

9n&lis( Course

CIC 9n&lis( A p"&e 1##

A

Compre(ensiv

e 9n&lis(

Course CIC

9n&lis( A

p"&e 1##

9n&lis( A forCS9C p. 1F -

2



Attitudes

Respect

*"lue

Cooper"te


Attitudes


Activities

Reference

Topic

3nderst"ndin&

oetr!

Subtopic oetr!An"l!sisNTen Steps

$"teri"ls

Steps to An"l!=in&

oems "ndouts

oems

Concept

Paraphrase

ut t(e poem intoever!d"! l"n&u"&e ,(ile

p"!in& close "ttention to

t(e punctu"tion of t(e

poem.("t is t(e subject of t(e poem6

(o or ,("t is t(e"udience6

("t situ"tion is

presented in t(e poem6Title

90"mine t(e title e"rl! int(e re"din& process.

B"ter in t(e process of"n"l!sis ree0"mine t(etitle on "n interpretive

level.(! did t(e poet c(oose

t(is title "bove "ll ot(ers6

Imagery

("t im"&es "re used6

o, do t(e! rel"te to one"not(er6 Do t(e!

represent " motif in t(e poem6

Students ,ill be

"ble to

Revie, t(e 1F steps

to "n"l!=in& " poem

Appl! steps in"n"l!=in& " poem

resent t(eir

"n"l!sis to t(e cl"ss

Cl"ss ,ill be

divided into p"irs.

9"c( p"ir ,ill be

"ssi&ned " step.

Students ,ill re"d

"nd discuss t(e step

in rel"tions to t(e

poem t(e! received.

Hi&s", "ctivit! to

ensure t("t t(e

inform"tion on "ll

1F steps is s("red

,it( t(e entire

cl"ss.

)n roups or

An"l!=e " poem

usin& t(e 1F steps

resent "n"l!sis

to t(e cl"ss.

8or "ssi&nment

e"c( individu"l,ill be "ssi&ned

" poem from t(ete0t to "n"l!=e

"nd present

9n&lis( ' for

CS9C p"&es

11 J 1:F



(ic( im"&es "re t(emost vivid6 ("t do t(e!

s"! "bout t(e "ut(orMsmess"&e6

("t tone or mood do

t(ese im"&es evoke6 ("tdo t(e! "c(ieve6

Diction

C"refull! consider t(edenot"tion "ndconnot"tion of ,ords. Do

"n! ,ords ("ve unusu"l

or speci"l me"nin&s6Book for repetition. (!

"re t(ese ,ords repe"ted6Are t(ere sever"l ,ords

t(rou&(out t(e poem t("t

("ve simil"r me"nin&s6

(! "re t(ese used6Does t(e ,ei&(t of t(el"n&u"&e s"! "n!t(in&

"bout t(e subject m"tter6

Figurative anguage

)dentif! "ll fi&ures of

speec(6 o, do t(e!contribute to t(e tone "nd

me"nin& of t(e poem6Do in"nim"te objects t"ke

on (um"n tr"its6 Does t(e poet "ddress "bstr"ctions6Does t(e poem over"ll

cont"in iron! orunderst"tement6 Does it

portr"! " p"r"do06

!pea"er

(o is t(e spe"ker6

Describe t(e spe"ker.Does t(e spe"ker "ddress

" specific "udience6 Or ist(e poemMs mess"&e me"nt

to be univers"l6



90"mine t(e spe"kerMs"ttitude to,"rd self ot(er

c("r"cters "nd t(esubject.

90"mine t(e poetMs

"ttitude to,"rd t(espe"ker subject "nd

re"der.

("t is t(e spe"kerMstone6 ("t mood doest(e poem evoke6 ote

s(ifts in "ttitude or mood.

)f t(is occurs ,(!6#rrangement

o, import"nt is t(e formof t(e poem6

(! did t(e poet use t(is

point of vie,6

Consider t(e punctu"tion6(! is it used "s it is6o, is form rel"ted to

function6Concentr"te on openin&

"nd closin& lines.

Does t(e poet use p"r"llelstructures6

!ound devices

o, import"nt is r(!me

"nd r(!t(m in t(e poem6o, do t(e! "ffect tone"nd me"nin&6

ote t(e meter "nd r(!mesc(eme used.

C(eck for sound devicessuc( "s "lliter"tion

"sson"nce c"esur" etcK

"nd ,("t is t(eir effect6("t ,ords p(r"ses or

verses "re repe"ted6 ("tis t(e si&nific"nce of t(is

repetition6



$ac"ground in%ormation

Does t(e poem come from

" specific culture6 time period6

(o ,rote it6 (en6

o, does t(is "ffect t(e poem6

("t c"te&or! does t(e

poem f"ll into6Theme&meaning

iven "ll of t(e "bove

,("t does t(e poem

me"n6

Skills

90pl"in

)dentif!

Decide

Attitudes

Respect

*"lue

Cooper"te

Poetry Unit Plan Graphic Organizer

Documents

Transcript of Poetry Unit Plan Graphic Organizer