Objective: SWBAT interpret an extended simile. SWBAT compose a poem containing an extended simile.
Do-Now: Respond to the question in the “Make the Connection” section on pg. 794.
Today: 1) Class will read “She Walks in Beauty,” examining the extended simile Lord Byron uses to describe the beautiful woman he sees.
2) Students will compose their own poem in tribute to either a real of fictional beauty. Students will employ an extended simile in their poems.
Homework: Finish your poem
Wednesday, November 23, 2011
Tuesday, November 22, 2011
Wednesday, November 23
Objective: SWBAT employ alliteration while writing a 20-lined poem about a fictional place.
Do-Now: Complete “Quickwrite” on pg. 758
Today: 1) Class will read “Kubla Khan” picking out on examples of alliteration and discussing how they are used to create a musical quality to the poem.
2) Compose your own poem about a fictional place. You should try to use alliteration throughout your poem to give your poem a rhythm.
Homework: Finish your poem.
Do-Now: Complete “Quickwrite” on pg. 758
Today: 1) Class will read “Kubla Khan” picking out on examples of alliteration and discussing how they are used to create a musical quality to the poem.
2) Compose your own poem about a fictional place. You should try to use alliteration throughout your poem to give your poem a rhythm.
Homework: Finish your poem.
Monday, November 21, 2011
Tuesday, November 22
Objective: SWBAT find two allusions in a poem. SWBAT compose a 14-line sonnet following the correct format.
Do-Now: Complete “Quickwrite” on pg. 745
Today: 1) Class will read “The World is Too Much With Us” pg. 746 and discuss the poet’s views on materialism. The class will also examine the two allusions present in the poem.
2)Class will examine the structure of the sonnet.
3) Students will compose their own sonnet following the correct sonnet format. They will be encouraged to write their sonnet about a prevalent social issue they see in the world and will also be encouraged to use an allusion.
Homework: Finish your sonnet
Do-Now: Complete “Quickwrite” on pg. 745
Today: 1) Class will read “The World is Too Much With Us” pg. 746 and discuss the poet’s views on materialism. The class will also examine the two allusions present in the poem.
2)Class will examine the structure of the sonnet.
3) Students will compose their own sonnet following the correct sonnet format. They will be encouraged to write their sonnet about a prevalent social issue they see in the world and will also be encouraged to use an allusion.
Homework: Finish your sonnet
Friday, November 18, 2011
Monday, November 21
Objective: SWBAT describe how a poem can be used to incite social change. SWBAT create their own poems for social change.
Do-Now: Complete “Quickwrite” Activity on pg. 725.
Today: 1) Class will read “The Chimney Sweeper” on pg, 726 and “The Chimney Sweeper” on pg. 727. What instances of parallelism can be found in each of these poems. How are the attitudes of the speakers different in each poem?
2) Students will compose their own poems inspired by “The Chimney Sweeper” in which they comment on a problem they find in society that they would like to change.
Homework: Finish your poem
Do-Now: Complete “Quickwrite” Activity on pg. 725.
Today: 1) Class will read “The Chimney Sweeper” on pg, 726 and “The Chimney Sweeper” on pg. 727. What instances of parallelism can be found in each of these poems. How are the attitudes of the speakers different in each poem?
2) Students will compose their own poems inspired by “The Chimney Sweeper” in which they comment on a problem they find in society that they would like to change.
Homework: Finish your poem
Thursday, November 17, 2011
Friday, November 18
Objective: SWBAT identify symbols in two different poems written by the same author and explain what each of those symbols represents. SWBAT create their own symbolic poems.
Do-Now: FREE WRITE
Today: 1) VENN Diagram: Tiger vs. Lamb
2) Class will read “The Tyger” on pg. 721 and “The Lamb” on pg. 723. Class will discuss what each animal symbolizes to the author.
3) Students will compose their own poems inspired by “The Tyger” and “The Lamb.” Each student will select an animal and compose a poem using the animal as a symbol to represent an idea.
Homework: Complete “Extending and Evaluating” question on pg. 724.
Do-Now: FREE WRITE
Today: 1) VENN Diagram: Tiger vs. Lamb
2) Class will read “The Tyger” on pg. 721 and “The Lamb” on pg. 723. Class will discuss what each animal symbolizes to the author.
3) Students will compose their own poems inspired by “The Tyger” and “The Lamb.” Each student will select an animal and compose a poem using the animal as a symbol to represent an idea.
Homework: Complete “Extending and Evaluating” question on pg. 724.
Wednesday, November 16, 2011
Thursday, November 17
Objective: SWBAT compare the role of artists in Romantic society to the role of artists in today’s society by establishing at least three similarities between the artists in each time period.
Do-Now: How do artists (singers, poets, writers) create awareness of a need for change? Can they help create change and reform in the world around them? Why would they want to do this? Have any artists made changes to the world around them in your lifetime?
Today: 1) Class will begin reading about artists during the Romantic period on pp. 712-717.
2) Students will individually finish reading about Romantic artists on pp. 712-717.
Homework: Complete the “Write About” activity on pg. 717. How do the artists of Romantic times remind you of the artists of today? Give at least THREE similarities between the two.
Do-Now: How do artists (singers, poets, writers) create awareness of a need for change? Can they help create change and reform in the world around them? Why would they want to do this? Have any artists made changes to the world around them in your lifetime?
Today: 1) Class will begin reading about artists during the Romantic period on pp. 712-717.
2) Students will individually finish reading about Romantic artists on pp. 712-717.
Homework: Complete the “Write About” activity on pg. 717. How do the artists of Romantic times remind you of the artists of today? Give at least THREE similarities between the two.
Tuesday, November 15, 2011
Wednesday, November 16
Objective: SWBAT find at least two instances of irony in "Gulliver’s Travels" and explain how the irony is used to create satirical humor. SWBAT relate Swift’s satire to modern society by comparing/contrasting politics in the US to one passage from "A Voyage to Brobdingnag."
Do-Now: Explain how Jonathan Swift uses irony in “Gulliver’s Travels” to create humor as Gulliver travels to Lilliput. Give examples.
Today: 1) The class will finish reading “from Gulliver’s Travels: A Voyage to Lilliput,” finding TWO more examples of Swift using irony to create satirical humor.
2) In groups, read "A Voyage to Brobdingnag" pp. 660-662.
3) Complete questions 3, 4 and 7 on pg. 659 and questions 3, 4, 5, and 7 on pg. 662.
Exit Slip: Based on what you have read from “Gulliver’s Travels,” how do you feel Swift truly felt about the people from his society based on his satire of them? Give examples from the story to support your answer.
Do-Now: Explain how Jonathan Swift uses irony in “Gulliver’s Travels” to create humor as Gulliver travels to Lilliput. Give examples.
Today: 1) The class will finish reading “from Gulliver’s Travels: A Voyage to Lilliput,” finding TWO more examples of Swift using irony to create satirical humor.
2) In groups, read "A Voyage to Brobdingnag" pp. 660-662.
3) Complete questions 3, 4 and 7 on pg. 659 and questions 3, 4, 5, and 7 on pg. 662.
Exit Slip: Based on what you have read from “Gulliver’s Travels,” how do you feel Swift truly felt about the people from his society based on his satire of them? Give examples from the story to support your answer.
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