Subject: ELA 10 b -...

Lesson 1 – Introduction to Poetry Part 1: Lyrics (1-1:30 hour)Subject: ELA 10 bAuthor: Amanda LyonsGrade Level: 10Time Duration: 60-90 minutesProfessional Growth Guide Goal(s):

Outcomes and Indicators:CR 10.1 Comprehend and respond to a variety of visual, oral, print, and multimedia texts that address identity, social responsibility, and social action.

Students will also respond to texts through personal experiences and prior knowledge of texts and language to develop understanding and interpretation of variety of texts (Reader’s Response—Lyrics and Shakespeare).Through poetry, students should be able to identify how human experiences and values are reflected in texts. Also reflective of different personal identities in the classroom, gender, age, language, appearance, etc.

CR 10.2 View, interpret, and report on ideas and information from more than one source to develop and support positions on various topics related to the course including identity, social responsibility, and personal agency.

Students will meet this outcome by viewing and interpreting different kinds of poetry, including quatrains, lyrical, sonnets, and free verse. Students will learn to interpret poetry in a way that will help them to develop and support positions on their own identity and degrees of responsbility.

CR B10.3: Listen to, comprehend, interpret, and summarize information and ideas presented in a variety of literary and informational texts including group discussion, oral readings, interviews, prepared talks, and a talk-back show about a topic or issue being studied.

Students will meet this outcome through the initial listening piece during the first lesson. Students will be listening to a song without lyrics, identifying the images he/she sees when listening to the song. Students will relate this song to their lyrics, while responding with personal experiences in the “Reader’s Response” example. Students will be able to recognize the parts of a song through listening. Students will be asked to SUMMARIZE the message of the song through their own INTERPRETATION. The song will touch on the theme of identity.

CR B10.4 Read, interpret, and summarize a wide variety of classical and contemporary literary (including drama, biography, autobiography, poetry, short stories, novels) and informational (including letters, diaries, memoranda, electronic communications) texts.

Students will mainly be analyzing contemporary poetry, with the exception of Shakespeare. Students will be analyzing poetry from First Nations, Canadian, and international authors across cultural communities that address identity and personal agency. Students will demonstrate active reading opportunities by reading out loud, analyzing messages (in all poetry), viewpoints (different perspectives on teenage life), recognize textual elements and structure, and how these are crucial to poetry. Students will also relate their understanding of the text to personal experience, purpose, audience, and other texts. Also, students will be able to recognize figurative devices such as simile, metaphor, hyperbole, etc. Students will also present a critical response to what was read in the final lesson.

CC B10.3 Use oral language to express a range of information and ideas in formal (including a prepared talk on a researched issue, an interview, an oral reading of prose or poetry, and an explanation and defence of a personal point of view) and informal (including discussion and group work) situations.

Students will be participating in small (Think-Pair-Share, 1 Stay- 3 Stray) and large group discussion (analyzing poems). Also, students will be expected to read some of the poems outloud and contribute to all conversations.

Cross Curricular Competencies:

Language Strands:

Reading: Students will be reading their lyrics to discover the meaning the author is trying to convey. Reading the lyrics to “Baba O’Riley” during the second listening piece will also aid the student’s connections between listening and reading.

Writing: Students will fill out the “Reader’s Response” chart for both “Baba O’Riley” and their song of choice, due by Tuesday.

Speaking: Students will be expected to participate in the Think, Pair, Share exercise to aid their understanding and learning.

Listening: Students will be listening closely to the song played at the beginning of class in order to translate the meaning orally.

Materials/ Sources Lyrics for “Baba O’Riley” The Who

http://en.wikipedia.org/wiki/Baba_O'Riley Lyrics for a couple of other songs (back up for students) Hand out for Question sheet (or they can write down the questions as

well)Activities and Procedures:

When students enter class, we will begin by listening to the song “Teenage Wasteland” and accompanying questions. (15 minutes). Students will listen to the piece once without lyrics (listening piece): students are to write down any images they see, or words that come up in their mind when listening to the song. Students will hear the song a second time with lyrics, underlining any words that really strike them. According to Wikipedia, “Baba O’Riley” is “about the absolute desolation of teenagers at Woodstock, where everyone was smacked out on acide and 20 people had brain damage”. The title was produced as a tribute to Meher Baba (synthesizer) and Terry Riley (composer of the song).

-What makes a good song? Discuss aspects of a good song with them.Students should have come to class with lyrics from their favorite song printed out. Any students who do not have lyrics will be given a set of lyrics from teacher. (Given in a handout from the teachers). THINK-PAIR-SHARE What type of rhyme pattern or rhyme scheme did the author use?

What type of figurative language or poetic devices did the writer use?

http://en.wikipedia.org/wiki/Baba_O'Riley

What type of rhythm or meter is used in the lyric?What are the lyrics about?What is the mood of the lyrics or how does it make you feel?What is the message or theme of the lyric?What do you like best about the lyric?What did you like least about the lyric?Is this poetry?

We will continue our discussion based off of the last question. What is poetry? Concept map on the board. (20 minutes).

Subject Content and Teaching Strategies: THINK-PAIR-SHARE, Reader Response Criticism, Student made concept map

Homework: Reader Response due Tuesday, March 26th, 2013. What to do if students do not hand it in—in by Thursday or it won’t get marked by me?

Assessment: Students will be expected to participate in THINK-PAIR-SHARE. Also, students will be expected to hand in a journal entry based on their lyrics— Reader Response and Lyrics

Reflections on the lesson:1) How was this lesson effective/not effective? The students seem to

really engage with their own lyrics, and the discussions about what makes a good song got everyone involved. The students really began to understand how lyrics and poetry are the same thing. I asked the students to consider a couple things when looking at Baba O’Riley that will come up in the future. This lesson was not effective because the students did not like the Baba O’Riley song, mainly the introduction and their song lyrics. They did not understand how this pertains to poetry. The lesson was also not effective because I need to figure out some way to manage behavior problems and talking.

2) Suggestions for a future lesson of this type: if I were to teach this lesson in the future, I would pick a more recent song to juxtapose the lyrics to “Baba O’Riley”. In the future, I would use Baba O’Riley as an example to analyze poetry. Lots of hidden meanings and great images that could occur, but the students could not see it because they are inexperienced with poetry. Also, do not leave the discussion of poetry until the end of class, students tend to become more and more distracted. Also need to get students to move their chairs back after their group discussion to know they are listening to me

3) Changes made to the lesson while teaching: None.

4) What strategies could I use to reinforce this lesson? I could reinforce group discussions during the last couple minutes of class.

Lesson 2 – Introduction to Poetry Part 2: The 6’S Strategy (30 minutes)Subject: ELA 10 bAuthor: Amanda LyonsGrade Level: 10Time Duration: 30 minProfessional Growth Guide Goal(s):Outcomes and Indicators:


Students will meet this outcome by viewing and interpreting different kinds of poetry throughout the unit, including quatrains, lyrical, sonnets, and free verse. However, students will not learn to report or intepret the information or lessons from the poetry without the assistance of this strategy. Students will learn to interpret poetry in a way that will help them to develop and support positions on their own identity and degrees of responsibility.




Language Strands:

Reading: Students will be reading “On Children” by Kahlil Gibran to aid the discussion of the 6S Strategy. Students will learn how to actively read poetry through the 6S Strategy.

Writing: Students will be expected to take notes during the process.

Listening: Students will have to listen to instruction for the 6S strategy based on the poem.

Viewing: Students will be viewing a power point on the 6S strategy, than attributing this to their own work.

Materials/ Sources Powerpoint on the 6S Strategy

Print outs of 6S Strategy powerpoint Poems for examples

Activities and Procedures: Overview/Agenda/Review/Introduction:

o For this lesson, students will receive a lesson on the 6s strategy, and how to analyze poetry the next couple days.

o Starto Situationo Speakero Syntaxo Symbolismo Shift o Show how songs are actually a form of poetry—quatrain,

couplets, chorus, figurative language, etc.o What type of stanzas did the author of your lyrics use? Did the

writer uses sextets, quatrains, couplets, etc?a. Octave: eight lines (rhyme scheme); Petrarch sonnet

i. Ex. b. Sestet: six lines (rhyme scheme)

i. Ex. c. Quatrains: four line stanza, employed with various meters and

rhyme schemes Ex.

d. Couplets: pair of rhymed lines that are equal in length Ex.

e. Iambic pentameter: an unstressed syllable followed by a stressed syllable.

Ex.f. Metaphor: a comparison without using like or as. “a word or

expression that in literal usage denotes one kind of thing is applied to a distinctly different kind of thing, without asserting a comparison.

Ex. Bethany’s hair was a cascade of gold.g. Simile: a comparison using like or as.

Ex. Bethany’s hair was as golden as the bright sun. h. Personification: giving human qualities to non-human objects.

Ex. The wind spoke to me; The sun soothed my hurt feelings. o

Subject Content and Teaching Strategies: Lecture style, trouble slips? Consolidation:

Homework: None.

Assessment: Students will be expected to listen to the lesson, while making notes on the 6s strategy.

Reflections on the lesson:5) How was this lesson effective/not effective? I went through this lesson

very slowly and carefully for the grade ten students and many of them still did not grasp the concept. What was effective with the grade ten students was when I used the 6S strategy in conjunction with a poem we read in class. All students eagerly wanted to read the poem out loud.

6) Suggestions for a future lesson of this type

7) Changes made to the lesson while teaching

8) What strategies could I use to reinforce this lesson? Many of the students I talked to found these poems “difficult” to understand and remained completely closed off to reading poetry. This general dislike for poetry is something that I have experienced well, so I think in the future I can use my own strategy for reading poetry even though the 6S strategy has worked for my teacher in the past. In order to teach this lesson more effectively, I think co-constructing a way of reading poetry would be beneficial because students will know what to look for instead of ignoring the sheet.

Lesson 3 – Identity (30 minutes)Subject: ELA 10 bAuthor: Amanda LyonsGrade Level: 10Time Duration: 30 minProfessional Growth Guide Goal(s):Outcomes and Indicators:

CR 10.1 Comprehend and respond to a variety of visual, oral, print, and multimedia texts that address identity, social responsibility, and social action.

Students will meet this outcome by reading First Nations poetry and other texts that represent different viewpoints and perspectives on issues, such as the difficulties of being a teenager. Different perspectives include First Nations (Emma LaRocque), parent, and teen perspective. Students will understand how poetry can show an internal struggle (“Nonconformist”) and an outsider perspective (“Envy”). Students will also respond to texts through personal experiences and prior knowledge of texts and language to develop understanding and interpretation of variety of texts (Reader’s Response—Lyrics and Shakespeare).Through poetry, students should be able to identify how human experiences

and values are reflected in texts. Also reflective of different personal identities in the classroom, gender, age, language, appearance, etc.


Students will demonstrate active reading opportunities by reading out loud, analyzing messages (in all poetry), viewpoints (different perspectives on teenage life), recognize textual elements and structure, and how these are crucial to poetry. Students will also relate their understanding of the text to personal experience, purpose, audience, and other texts. Also, students will be able to recognize figurative devices such as simile, metaphor, hyperbole, etc. Students will also present a critical response to what was read in the final lesson.


Students will be participating in small (Think-Pair-Share, 1 Stay- 3 Stray) and large group discussion (analyzing poems). Also, students will be expected to read some of the poems out loud and contribute to all conversations.

Cross Curricular Competencies:Lifelong learners

Language Strands:

Reading: Students will be reading three poems out loud as a class.

Writing: Students will be expected to take notes during the analysis.

Listening: Students will listen to their teacher and peers while poems are being read out loud.

Materials/ Sources “On Children” by Kahlil Gibran pg. 98 of Sightlines “Nonconformist” by Angela Shelf Medearis pg. 31 of Sightlines. “Envy” by Yevgeny Yevtuskenko pg. 41 of Sightlines 6S Strategy organization sheets?

Activities and Procedures:We will start off the class by reviewing questions from previous class. (5 min)

First of all, we will use Kahlil Gibran’s poem to utilize the 6S Strategy. “On Children” by Kahlil Gibran: urges parents to be humble. Suggests that just because parents give birth to children does not mean they can play God in their children’s lives. Children are their own human beings and have their own rights. They also have their OWN IDENTITIES besides being someone’s son/ daughter. It is up to the child to pave their own path in life. So what does this say about the role of parents in a child’s life?—act as guiding lights;

Go through 6S Strategy with the students on the board. Reread the first stanza of the poem. Explain why the speaker believes children “are not your children” but “the sons and daughters of Life’s longing for itself”.Paraphrase the final stanza in modern language.What is the message from the poem?

“Nonconformist” by Angela Shelf Medearis pg. 31 of Sightlines. Teacher will begin by reading the poem out loud once. Students and teacher will go through the poem together, looking for the items of analysis in the 6S Strategy. The poem is about a boy or girl that is trying to find out who they are. The speaker thinks that becoming an individual means dying their hair as an expression of who they are, yet near the end the “noncomformist” actually conforms to what everybody else is doing.

Comprehension/ Evaluation: Compare the first two lines to the last four lines. How does it similar or different? The speaker begins the poem by declaring his/her independence, stating he/she does not want to be anyone but himself/herself. However, he/she begins to question who he/she is near the end, which contradicts his/her statement in the beginning. Despite his/her declaration of independence, the speaker waits to follow others who do it because he/ she does not want others to look at her funny.

Synthesis: “Of course,/ I waited until someone else did it first./ I didn’t want anyone to think I’m/ weird./ You know what I mean?” How does “Nonconformist” relate to your life? Was there ever a time when you felt like the speaker in the poem? Depends on student answers.

Summarize what the speaker is writing about. Analysis: Analyze the poem using the 6S strategy. Identify which

strategy is most evident in this poem. Syntax—use of parentheses and capital letters—how does this aid the understanding of the poem?

“Envy” by Yevgeny Yevtushenko pg. 41 of Sightlines. Teacher and students will read out loud. Students will be expected to underline, highlight, or note the ideas that they may recognize from using the 6S Strategy. This poem is about a boy who feels envious of another boy who is more accomplished than he is.

What is the importance behind how the text is laid out?Read the poem once, then put the text aside as you write down the images that you recall most vividly. Option: Share these images in a small group. As a class, discuss: Do people tend to remember the

same images, or quite different images? Why might one person find one image much more memorable than another?What does this poem reveal about the character of the speaker?Compare this poem to “Nonconformist”. Do these poems share similar ideas? How are they different?

Homework: None.

Assessment: Reading of poetry and understanding of the 6S Strategy. Teacher will evaluate where students need more help when analyzing poetry with the 6S Strategy.

Reflections on the lesson:9) How was this lesson effective/not effective? The lesson was not

effective because my questions I used should have been more structured when it came to the 6S Strategy in order to ensure my students success. The lesson was effective because I allowed students time to work on their own or with partners.

10) Suggestions for a future lesson of this type: don’t worry about the class being boring. It will happen with poetry.

11) What strategies could I use to reinforce this lesson?

Lesson 4– Loneliness and Hope (1 hour)Subject: ELA 10 bAuthor: Amanda LyonsGrade Level: 10Time Duration: 1 hourProfessional Growth Guide Goal(s):Outcomes and Indicators: CR 10.1 Comprehend and respond to a variety of visual, oral, print, and multimedia texts that address identity, social responsibility, and social action.

Students will meet this outcome by reading First Nations poetry and other texts that represent different viewpoints and perspectives on issues, such as the difficulties of being a teenager. Different perspectives include First Nations (Emma LaRocque), parent, and teen perspective. Students will understand how poetry can show an internal struggle (“Nonconformist”) and an outsider perspective (“Envy”). Students will also respond to texts through personal experiences and prior knowledge of texts and language to develop understanding and interpretation of variety of texts (Reader’s Response—Lyrics and Shakespeare).Through poetry, students should be able to identify how human experiences and values are reflected in texts. Also reflective of different personal identities in the classroom, gender, age, language, appearance, etc.


Students will meet this outcome through the initial listening piece during the first lesson. Students will be listening to a song without lyrics, identifying the images he/she sees when listening to the song. Students will relate this song to their lyrics, while responding with personal experiences in the “Reader’s Response” example. Students will be able to recognize the parts of a song through listening. Students will be asked to SUMMARIZE the message of the song through their own INTERPRETATION. The song will touch on the idea of identity.





Cross Curricular Competencies:Language Strands:

Reading: Students will continue to practice how to actively read poetry.

Writing: Students will be expected to take notes during the analysis and fill out the chart for a comparison between two poems.

Listening: Students will listen to their teacher while she reads the poem out loud to the class and are expected to draw the images that come into their head.

Representing: Students will represent the poem “I am a Rock” by Paul Simon through their drawing of their poem.

Materials/ Sources “Loneliness” by Emma LaRocque pg. 95 in Sightlines “I am a Rock” by Paul Simon pg. 3 in Sightlines “Dreams” by Langston Hughes pg. Visual Representation—art to represent loneliness or hope? Student’s

writing? (option) “To a Sad Daughter”—Read for homework.

Sheet for comparing “Loneliness and “I am a Rock”

Activities and Procedures:Visual Representation—during the reading of “I am a Rock” by Paul Simon, students will not be given the poem at first. With a piece of paper, students will draw any images that come to their minds when listening to the poem. How do students convey the meaning of the poem through art? (10 minutes)

“Loneliness” by Emma LaRocque pg. 95 and “I am a Rock” by Paul Simon pg. 3 (5-10 min) Students will begin the class by comparing Paul Simon’s “I am a Rock” to “Loneliness” by Emma LaRocque. Teacher will read the poems out loud, than students will be given a question sheet comparing the two poems. One poem is really short, while the other lyrical poem is long. Analysis through 6S Strategy first, then students will ask questions.

“Loneliness”—how would the poem change if punctuation was added? Add your own punctuation and get together with a partner to read your poems out loud. *Shows how punctuation can impact the meaning or message of the poem* SYNTAX

“Dreams” by Langston Hughes pg. 89. Students are to read the poem to themselves and answer the questions. NOTE* Rhyme scheme, quatrain, simile, etc. SYMBOLISM, TONE,

Homework: None.

Assessment: Students will be assessed on their listening piece of the “I am a Rock” activity. These visual representations are to be handed in at the end of the class. Reading of poetry and understanding of the 6S Strategy is crucial at this point. Teacher will evaluate where students need more help when analyzing poetry.

Reflections on the lesson:12) How was this lesson effective/not effective? The most effective

part of the lesson was asking the students to draw a visual representation for “I am a Rock”. Although they were hesitant at first, the drawing helped those hesitant students get lost in the poetry and just draw what they see. In the future, I think it would be beneficial to do some more with the drawing as I didn’t even get a chance to look at the pictures they drew. I found EAL students participated and drew it once I read through the poem the second and third times. Also, the group activities were a fun way to answer questions and the students were able to talk/ present and show their creativity at the same time. Also, group work helped those students out who were struggling, but I found the group activity also allowed some students to not do anything.

13) Suggestions for a future lesson of this type14) Changes made to the lesson while teaching15) What strategies could I use to reinforce this lesson?

Lesson 5 – Love/ Relationships—Comparing Shakespeare to Modern Day Teens (1 hour)Subject: ELA 10 bAuthor: Amanda LyonsGrade Level: 10Time Duration: 1 hourProfessional Growth Guide Goal(s):Outcomes and Indicators: CR 10.1 Comprehend and respond to a variety of visual, oral, print, and multimedia texts that address identity, social responsibility, and social action.



Students will meet this outcome through the initial listening piece during the first lesson. Students will be listening to a song without lyrics, identifying the images he/she sees when listening to the song. Students will relate this song to their lyrics, while responding with personal experiences in the “Reader’s Response” example. Students will be able to recognize the parts of a song through listening. Students will be asked to SUMMARIZE the message of the song through their own INTERPRETATION. The song will touch on the idea of identity.





Cross Curricular Competencies:Language Strands:

Reading: Students will continue to practice how to actively read Shakespeare’s sonnets. This is an opportunity to get used to Shakespeare’s language and how he writes.

Listening: Students will listen to their teacher while she reads the poem out loud to the class and try to understand what Shakespeare is saying. Students must listen to the poem to identify the iambic pentameter and rhyming couplet.

Speaking: Students will be expected to participate in the discussion on relationships and friendships.

Materials/ Sources Introduction to Sonnets—Iambic pentameter, sonnets, rhyme scheme “Sonnet 18- Shall I Compare Thee to a Summer’s Day?”—Love,

Friendship “Sonnet 30- When to the sessions of sweet silent thought”—Love,

friendship, lossActivities and Procedures:We will begin the class with an introduction to sonnets by identifying the different types of sonnets and focusing on the Shakespearean sonnet. Students will be asked to identify iambic pentameter, rhyme scheme, couplets, etc. to aid them in their next activity. Students must be prepared to read something that is not contemporary.

Also, could lead to a discussion on the relationships we have with people, and how these help shape our identity, responsibility to people, and justice/ fairness towards others around us. Guide the conversation into the meaning of friendship, than lead to poetry. GREAT INTRODUCTION FOR MACBETH. What can get in the way of such friendship?

After the introduction, we will dive right into Shakespeare’s sonnets. The first one we will introduce is “Sonnet 18—Shall I Compare Thee to a Summer’s Day?”, which discusses the relationship between love and friendship, two themes that are common in poetry and our students lives.

Our second poem by Shakespeare, “Sonnet 30- When to the sessions of sweet silent thought” is about love, friendship, and loss.

Homework: None.

Assessment:

Reflections on the lesson:16) How was this lesson effective/not effective?17) Suggestions for a future lesson of this type18) Changes made to the lesson while teaching19) What strategies could I use to reinforce this lesson?

Lesson 6– Growing up and Relationships (40 minutes)Subject: ELA 10 bAuthor: Amanda LyonsGrade Level: 10Time Duration: 1 hourProfessional Growth Guide Goal(s):Outcomes and Indicators: CR 10.1 Comprehend and respond to a variety of visual, oral, print, and multimedia texts that address identity, social responsibility, and social action.



Students will meet this outcome by viewing and interpreting different kinds of poetry, including quatrains, lyrical, sonnets, and free verse. Students will learn to interpret poetry in a way that will help them to develop and support positions on their own identity and degrees of responsbility.



AR B10.1 Establish and apply criteria to evaluate own and others’ work.

By the end of the poetry lesson, students should be able to recognize new devices they can use when analyzing poetry. Students can evaluate each other during the group process and set goals in their learning. For example, if students struggle with poetry, have students focus on one weakness to strengthen it up for the next class.


Language Strands:

Reading: Students will continue to practice how to actively read poetry.

Writing: Students will be expected to take notes during the analysis and fill out the chart for a comparison between two poems.

Listening: Students will listen to their teacher while she reads the poem out loud to the class and are expected to draw the images that come into their head.

Representing: Students will represent the poem “I am a Rock” by Paul Simon through their drawing of their poem.

Materials/ Sources “To a Sad Daughter” by Micheal Ondaatje in Sightlines

Activities and Procedures:Students will be given the poem “To a Sad Daughter” by Michael Ondaatje. Students will read through the poem individually, underlining anything they can identify from the 6S Strategy. Tell them to use this to their advantage when coming up with their questions.

“1 Stay, 3 Stray” Students will be put into groups of four. In their groups, they will be expected to come up with three thought-provoking questions based on the “Mission: Possible” sheets provided in envelopes. After the students come up with these questions, students will pick one person to stay at their station with the questions. The other three students will be expected to go to another station—yet they must find another table to sit at without any other members from their previous group. Students must answer question #1, and they will be given five to eight minutes to answer. It is the first person’s duty to write down the answers from the group members. Repeat for question #2 and question #3.

After all of the questions that were discussed, students will participate in the discussion at the end.

What were some of the best questions that promoted discussion?What is this poem about?

Go through the 6S Strategy with the group (which should already be evident in their questions).

Homework: None.

Assessment: Reading of poetry and understanding of the 6S Strategy. Teacher will evaluate where students need more help when analyzing poetry.

Reflections on the lesson:20) How was this lesson effective/not effective? Great lesson if all the

students were there. I loved the idea of having a structured questions based on Bloom’s Taxonomy, 6S Strategy, and meaning.

21) Suggestions for a future lesson of this type

22) Changes made to the lesson while teaching

23) What strategies could I use to reinforce this lesson?

APPENDIX

http://www.youtube.com/watch?v=l6uP_GbTf0o – “Baba O’ Riley” The WhoOut here in the fieldsI farm for my mealsI get my back into my living.

I don't need to fightTo prove I'm rightI don't need to be forgiven.yeah,yeah,yeah,yeah,yeah

Don't cryDon't raise your eyeIt's only teenage wasteland

Sally, take my handWe'll travel south cross landPut out the fireAnd don't look past my shoulder.

The exodus is hereThe happy ones are nearLet's get togetherBefore we get much older.

Teenage wastelandIt's only teenage wasteland.Teenage wastelandOh, yeahIts only teenage wastelandThey're all wasted!

http://www.youtube.com/watch?v=l6uP_GbTf0o

“Don’t Stop Believin’” – Journey Just a small town girl, livin' in a lonely worldShe took the midnight train goin' anywhereJust a city boy, born and raised in south DetroitHe took the midnight train goin' anywhere

A singer in a smokey roomA smell of wine and cheap perfumeFor a smile they can share the nightIt goes on and on and on and on

(Chorus)Strangers waiting, up and down the boulevardTheir shadows searching in the nightStreetlights people, living just to find emotionHiding, somewhere in the night.

Working hard to get my fill, Everybody wants a thrillPayin' anything to roll the dice, Just one more timeSome will win, some will loseSome were born to sing the bluesOh, the movie never endsIt goes on and on and on and on

(Chorus)

Don't stop believin'Hold on to the feelin'Streetlights people

Don't stop believin'Hold on Streetlight people

Don't stop believin'Hold on to the feelin'Streetlights people

"Perfect"-- Hedley

Falling a thousand feet per second, you still take me by surprise.I just know we can't be over, I can see it in your eyes.

Making every kind of silence, takes a lot to realizeIts worse to finish then to start all over and never let it lie.

And as long as I can feel you holding on. I won't fall, even if you said I was wrong.

I'm not perfect but I keep trying cause that's what I said I would do from the start.I'm not alive if I'm lonely, so please don't leave. Was it something I said or just my

personality?

Making every kind of silence, It takes a lot to realizeIts worse to finish then to start all over and never let it lie.

And as long as I can feel you holding on. I won't fall, even if you said I was wrong.

I know that I'm not perfect but I keep trying cause that's what I said I would do from the start.

I'm not alive if I'm lonely, so please don't leave. Was it something I said or just my personality?

When you're caught in a lie, and you've got nothing to hide,When you've got nowhere to run, and you've got nothing inside.

It tears right through me, you thought that you knew me, you thought that you knew..

I'm not perfect but I keep trying cause that's what I said I would do from the start.I'm not alive if I'm lonely, so please don't leave. Was it something I said or just my

personality?I'm not perfect but I keep trying cause that's what I said I would do from the start.

I'm not alive if I'm lonely, so please don't leave. Was it something I said or just my, just myself?

Just myself? Myself? Just myself?

I'm not perfect, but I keep trying.

"Concrete Angel"

She walks to school with the lunch she packedNobody knows what she's holdin' back

Wearin' the same dress she wore yesterdayShe hides the bruises with linen and lace

The teacher wonders but she doesn't askIt's hard to see the pain behind the mask

Bearing the burden of a secret stormSometimes she wishes she was never born

Through the wind and the rainShe stands hard as a stone

In a world that she can't rise aboveBut her dreams give her wings

And she flies to a place where she's lovedConcrete angel

Somebody cries in the middle of the nightThe neighbors hear, but they turn out the lights

A fragile soul caught in the hands of fateWhen morning comes it'll be too late

[Repeat Chorus]

A statue stands in a shaded placeAn angel girl with an upturned face

A name is written on a polished rockA broken heart that the world forgot

[Repeat Chorus]

Questions for Student Lyrics—Your Favorite Song1. What are the lyrics about?2. What is the mood of the lyric and how does it make you feel?3. What is the message or theme of the lyrics?4. What did you like least about the lyrics?5. What do you like best about the lyrics?6. What type of rhyme pattern or rhyme scheme did the author use? 7. What type of figurative language or poetic devices did the writer

use? 8. What type of rhythm or meter is used in the lyric?9. How is this poetry?

Reader’s Response Chart: Due Tuesday, March 26th, 2013.Instructions: Complete the Reader’s Response chart using your lyrics below.

1. On the left hand side of the column, write down what personal qualities or events relevant to this particular song might influence your response? Ex. where were you when you first heard the song?

2. On the right hand side of the column, write down textual features that will influence your response.

3. In the middle, this is your chance to connect the two ideas.

Reader Response and Your LyricsContext

(What factors surrounding my reading of the song are influencing my response?)

Reader ( ) Meaning Text (“Invincible”) Your name

(What personal qualities or (What textual features mightevents relevant to this particular influence my response?)text might influence my response?)

Context (connect the two concepts) Strength in weakness The first time I heard the lyrics, I was having a really

fighting Determination rough day. By just sitting there in my bedroom listening the tide. Big black clouds…” Rough day to the song play over and over, I became aware of what - the smoothness of the words Alone the song was actually saying. When the song started, I “so heartless, so selfish, so in Sitting in my room, listening to the cd remember getting this warm, tingling feeling inside. After darkness” Laying on the floor looking at the ceiling the terrible day that I had, this song gave me so much hope, -repetition of “Invincible” Midpoint of grade 12 year and for the first time all year I finally felt like I could accomplish -upbeat tone near chorus

Some something.

Reader Response and Your LyricsContext

(What factors surrounding my reading of the song are influencing my response?)

Reader ( ) Meaning Your name

(What personal qualities or (What textual features mightevents relevant to this particular influence my response?)book might influence my response?)

Context (connect the two concepts)

“On Children” by Kahlil Gibran Questions1. Analyze the poem through the 6S Strategy.2. Reread the first stanza of the poem. Explain why the speaker believes

children “are not your children” but “the sons and daughters of Life’s longing for itself”.

3. Paraphrase the final stanza in modern language.4. What is the message from the poem?

“Nonconformist” by Angela Shelf Medearis Questions1. Summarize what the speaker is writing about. 2. Compare the first two lines to the last four lines. What causes this change

to occur? Use examples from the text.3. How does this poem relate to your life? Was there ever a time when you

felt like the speaker in the poem?4. Analyze the poem using the 6S strategy. Identify which strategy is most

evident in this poem.

“Envy” by Yevgeny Yevtushkenko Questions1. Analyze the poem using the 6S strategy.2. What is the importance behind how the text is laid out?3. Read the poem once, then put the text aside as you write down the

images that you recall most vividly. Option: Share these images in a small group. As a class, discuss: Do people tend to remember the same images, or quite different images? Why might one person find one image much more memorable than another?

4. What does this poem reveal about the character of the speaker?5. Compare this poem to “Nonconformist”. Do these poems share similar

ideas? How are they different?

Questions for “Loneliness” by Emma LaRocque and “I Am a Rock” by Paul Simon1. Define the meaning of loneliness in both poems. What does loneliness look like to you?

(Visual image). Describe loneliness by using figurative language, such as metaphors, similes, personifications, hypberboles, etc.

2. What is the poet’s message of in each poem? How are they similar, and how are they different?

3. Rewrite the message of “Loneliness” by Emma LaRocque in the form of a statement that is no longer than the original poem. Finding yourself without influence of other people.

4. What does loneliness mean to you? Can it be positive in anyway? How? Try to comment on some positive aspects of loneliness.

5. How do the speakers feel about loneliness? How can you tell?6. Who is being addressed in these poems?7. What is the overall feel/tone of the poems? Explain.

Similarities Differences“Loneliness”By Emma LaRocque

“I am a Rock”By Paul Simon

“Dreams” by Langston Hughes1. Read the poem and complete the following activities:2. What different meanings can the word “dreams” have?3. What two things does the poem suggest life will become without dreams?4. What is theme/message of the poem?5. Identify the metaphors in this poem and explain how each works/ makes sense.6. Write a third stanza for the poem that mimics its rhythm and style.

“To a Sad Daughter” by Micheal OndaatjeGroup Members:Questions:

1. _______________________________________________________________________________________________________________________________________________________________________________________

2. _______________________________________________________________________________________________________________________________________________________________________________________

3. _______________________________________________________________________________________________________________________________________________________________________________________

Answers: 1.

2.

3.

MISSION: POSSIBLECreating Questions for “To a Sad Daughter”

PLEASE READ ALL INSTRUCTIONS BEFORE BEGINNING:

You will be given 13 minutes to complete the following.1. Everyone should have the poem “To a Sad Daughter” by Michael

Ondaatje AND the last page of their notebook. 2. Choose one person to read the poem out loud. 3. Your MISSION as a group is to come up with three questions. Use the

sheet provided. These are your rules:4. You must CREATE a question that…

a. Create a question that examines START (6S Strategy) in the poem. NOTE- You CANNOT use “How does this poem start/begin, etc.”

b. Addresses the eighth stanza. NOTE- cannot just be “what does this stanza mean?” Hint: you may want to use key words such as: defend,

distinguish, explains, infers, rewrite, summarize, apply, discover, solves, uses, and demonstrates.

c. Begins with “Create…”NOTE- you CANNOT use “Create a question based on this poem?”

5. When your questions are completed, take them up to Ms. Lyons for approval.



You will be given 13 minutes to complete the following.

1. Everyone should have the poem “To a Sad Daughter” by Michael Ondaatje AND the last page of their notebook.

2. Choose one person to read the poem out loud. 3. Your MISSION as a group is to come up with three questions. Use the


a. Create a question that is derived from the 6S STRATEGY.b. Addresses the second stanza. NOTE- cannot just be “what does

this stanza mean?”Hint: you may want to use key words such as: defend, distinguish, explains, infers, rewrite, summarize, apply, discover, solves, uses, and demonstrates.

c. Begins with “Relate this poem to…”








a. Create a question that examines SITUATION (6S Strategy) in the poem. NOTE- You CANNOT uses “what is the situation?”

b. Addresses the seventh stanza. NOTE- cannot just be “what does this stanza mean?” Hint: you may want to use key words such as: defend, distinguish, explains, infers, rewrite, summarize, apply, discover, solves, uses, and demonstrates.

c. Begins with “Describe…”5. When your questions are completed, take them up to Ms. Lyons for

approval.







a. Create a question that examines SPEAKER (6S Strategy) in the poem.

b. Addresses the sixth stanza. NOTE- cannot just be “what does this stanza mean?” Hint: you may want to use key words such as: defend, distinguish, explains, infers, rewrite, summarize, apply, discover, solves, uses, and demonstrates.

c. Begins with “Critique…”5. When your questions are completed, take them up to Ms. Lyons for

approval.







a. Create a question that examines SYMBOL (6S Strategy) in the poem. HINT- Can your group remember what literary devices are most common in poems? BE SPECIFIC—you CANNOT use “What literary devices are present in the poem?”

b. Addresses the fifth stanza. NOTE- cannot just be “what does this stanza mean?” Hint: you may want to use key words such as: defend,


c. Begins with “Contrast…”5. When your questions are completed, take them up to Ms. Lyons for

approval.







a. Create a question that examines SHIFT in the poem.b. Addresses the fourth stanza. NOTE- cannot just be “what does

this stanza mean?”Hint: you may want to use key words such as: defend, distinguish, explains, infers, rewrite, summarize, apply, discover, solves, uses, and demonstrates.

c. Begins with “Evaluate…”5. When your questions are completed, take them up to Ms. Lyons for

approval.







a. Create a question that examines SYNTAX in the poem.b. Addresses the third stanza. NOTE- cannot just be “what does this

stanza mean?”Hint: you may want to use key words such as: defend,


c. Begins with “Compare this poem to…”


Subject: ELA 10 b -...

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