Objective: SWBAT compose a response to a classmate’s idealized poem, satirizing the poem's unrealistic promises.
Do-Now: Take out the poem you wrote yesterday and exchange poems with one of your classmates. What are your initial reactions to the poem? Do the writer’s promises seem realistic to you? Explain.
Today: 1) Class will read “The Nymph’s Reply to the Shepherd,” discussing how it responds to the idealistic promises made in “The Passionate Shepherd to His Love.” How is the female speaker more realistic than her male counterpart?
2) Students will compose poems in response to their classmates’ idealistic poems written yesterday. They will make their poems address their classmates’ poem in a realistic manner using humor to get their point across. This poem will follow the same format as yesterday's poem (6 stanzas, 4 lines per stanza, aabb ryhme scheme, optional 8 syllables per line).
Homework: Finish your poem
Wednesday, November 30, 2011
Tuesday, November 29, 2011
Wednesday, November 30
Objective: SWBAT identify the elements of a pastoral poem. SWBAT compose their own idealized poems.
Do-Now: Describe a song you’ve heard in which the singer attempts to appeal to someone he/she loves by making promises to them. What does the singer say? Are his/her promises realistic? Explain.
Today: 1) What is a pastoral poem?
2) Class will read “The Passionate Shepherd to His Love,” pg. 295, discussing the idealization used by the writer to entice his love to be with him.
3) Students will compose their own idealized poem in which they attempt to convince an imaginary love interest to be with them.
HOMEWORK: Finish your poem.
Do-Now: Describe a song you’ve heard in which the singer attempts to appeal to someone he/she loves by making promises to them. What does the singer say? Are his/her promises realistic? Explain.
Today: 1) What is a pastoral poem?
2) Class will read “The Passionate Shepherd to His Love,” pg. 295, discussing the idealization used by the writer to entice his love to be with him.
3) Students will compose their own idealized poem in which they attempt to convince an imaginary love interest to be with them.
HOMEWORK: Finish your poem.
Monday, November 28, 2011
Tuesday, November 29
Objective: SWBAT compose TWO tanka and THREE haiku following the correct format and using imagery.
Do-Now: Respond to the “Quickwrite” on pg. 751.
Today: 1) Read "Imagery" pg. 751
2) Class will read “Tanka" on pg. 753 and "Haiku" on pg. 755.
3) Review Haiku/Tanka format.
4) Students will compose TWO tanka and THREE haiku.
Homework: Finish your poems.
Do-Now: Respond to the “Quickwrite” on pg. 751.
Today: 1) Read "Imagery" pg. 751
2) Class will read “Tanka" on pg. 753 and "Haiku" on pg. 755.
3) Review Haiku/Tanka format.
4) Students will compose TWO tanka and THREE haiku.
Homework: Finish your poems.
Wednesday, November 23, 2011
Monday, November 28
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
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
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
Subscribe to:
Posts (Atom)