Teacher+Materials


 * __6th GRADE POETRY ANALYSIS LESSON__ **

**Objective**: Students will select a poem to analyze and will present their interpretation to the class - including at least three or more device examples from two of the three following categories: imagery, literary, and sound.

1. The class will review and discuss an explication of Maya Angelou’s “Still I Rise” from //READ Magazine//’s February 5, 2010 issue. The Lit Scene Investigation of the poem identifies the theme, plus it analyzes many elements of the poem, using arrows, highlighting, font color, and commentary in the margins around the poem.
 * __DAY ONE__ **

2. Using an overhead transparency of “Parade” by Rachel Field, the teacher will annotate the poem as the class works together to identify and analyze various elements of the poem, including mood and theme. Ø Teacher reads through poem twice Ø What is the poem referring to? (theme) Ø Annotation of sound devices o End rhyme o Alliteration o Repetition o Onomatopoeia Ø Annotation of literary devices  o Simile o Imagery Ø Paraphrase together Ø Discuss mood & theme

Both versions are presented to students as examples of the analysis process that they will employ with a poem of their choice. Their final product, however, will be an oral presentation- including a PowerPoint or a Publisher brochure.

3. Teacher shows poster version of “Parade” explication. Explains: Ø Yellow background to represent the upbeat nature of poem Ø Red and blue to mark the imagery (visual & sound) Ø Boxes to indicate onomatopoeia Ø Highlighted letters of alliteration Ø Underline repetition Ø Comments on sound and literary devices placed on notecards around the poem’s text

1. In groups of two students will practice an analysis using “Willow and Ginkgo” by Eve Merriam.
 * __DAY TWO__**

2. Students will come back together as a class and discuss. Teacher will mark information on a transparency of the poem.  Ø Annotation of sound devices o Repetition o Rhyme o Alliteration Ø Annotation of literary devices o Similes o Personification o Imagery  Ø Paraphrase together Ø Discuss mood & theme

3. Introduce project: Students will work in pairs and select a poem to analyze. They will present their interpretation to the class - including at least three or more device examples from two of the three following categories: imagery, literary, and sound. They will also paraphrase the poem, identify the mood and theme, and choose a visual aid to represent the theme. Background information on the poet will also be included. The oral presentation will include a PowerPoint or a Publisher brochure identifying the elements they discuss in their presentation.

__**DAY THREE** __ 1. Students browse photocopies of teacher/librarian-chosen poetry to select poem for project. **(Mrs. Keck - Librarian)**

**__DAY FOUR - NINE__** 1. Students decide on poem and begin analysis. 2. Work on final product. **(Mr. Lengrich- Technology Director)**

1. Class presentations 2. Group member and project evaluations
 * __ DAY TEN - ? __**

**__Materials Needed:__** READ Magazine, February 14, 2010 issue - Classroom set Overhead projector & several colors of markers “Parade” · Transparency · Printed version – classroom set “ Willow and Gingko” · Transparency · Enough printed copies for student to work in pairs Handouts- 1 per student: Ø  Poetry Vocabulary Ø Rhyming Words & Imagery Table  Ø Paraphrase Table Ø Analysis Worksheet  Ø Project Checklis t Selection of poems to choose from Computers to create PowerPoint or Publisher brochure Computer projector

__**8th GRADE POETRY EXPLICATION LESSON**__


 * __Objective__:** Students will select a poem of at least sixteen lines to explicate and will present their interpretation to the class - including six or more device examples with at least one from each of the following categories: imagery, literary, and sound. Students will also explain how each of these elements add meaning to the poem.

1. Students will review and discuss an explication of Robert Frost’s “Stopping by Woods on a Snowy Evening” from //READ Magazine//’s December 2007 issue. The "Lit Scene Investigation" of the poem identifies the rhyme scheme and stanza configuration, plus it analyzes many elements of the poem, using arrows, highlighting, font color, and commentary in the margins around the poem.
 * __DAY ONE__**

2. Using an overhead transparency of “O Captain, My Captain” by Walt Whitman, the teacher will annotate the poem as the class works together to identify and analyze various elements of the poem, including meter and rhyme scheme, alliteration, consonance, repetition, extended metaphor, and imagery. Ø Teacher reads through poem twice Ø What is the poem referring to? Ø Annotation of elements o End/internal rhyme o Alliteration o C onsonance o Repetition Ø Annotation of literary devices o Allusion o Imagery o Extended metaphor o Tone/mood

Both versions are presented to students as examples of the explication process that they will employ with a poem of their choice.

3. Teacher shows poster version (possible project choice) of “O Captain, My Captain” explication. Explains: Ø Black background to represent mournful nature of poem Ø Red to mark the passages that bring to mind bloody imagery Ø Blue to indicate the ocean/ship metaphor Ø Comments on sound and literary devices placed on notecards around the poem’s text

__**DAY TWO**__ 1. In groups of two students will practice an analysis using Maya Angelou’s “Still I Rise.”

2. Students will come back together as a class and discuss. Teacher will mark information on a transparency of the poem. Ø Annotation of literary devices o Similes o Allusion o Metaphor o Personification Ø Annotation of sound devices o Repetition o Rhyme o Consonance Ø Discuss mood and theme Ø Discuss how devices add to the meaning of the poem

3. Introduce Poetry Explication Project: Students will work in groups of three. They will select a poem of at least sixteen lines to explicate and will present their interpretation to the class - including six or more device examples with at least one from each of the following categories: imagery, literary, and sound. Students will explain how each of these elements add meaning to the poem. In addition, students will discuss the poem's mood, theme, and form - including meter and rhyme scheme. Background information on the poet will also be included.

**__ Final Project Choices __** :
 * Wiki + Oral Presentation
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Class set of poem with lines numbered and with information marked that you’re going to discuss


 * Video + Oral Presentation
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;"><span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Class set of poem with lines numbered and with information marked that you’re going to discus s

Wiki Example: http://mslinder.wikispaces.com/Chicago#Description

__**DAY THREE**__ 1. Students browse poetry books in the library to select poem for project. **(Mrs. Keck - Librarian)**

__**DAY FOUR - NINE**__ 1. Students decide on poem and begin analysis. 2. Work on final product. **(Mr. Lengrich - Technology Director: mini-lessons)**

__**DAY TEN - ?**__ 1. Class presentations <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">2. Peer comments on projects 2. Group member and project evaluations

Read Magazine, December 14, 2007 issue - Classroom set Overhead projector & several colors of markers “O Captain, My Captain” · Transparency · Printed version – classroom set “Still I Rise” · Transparency · Enough printed copies for student to work in pairs <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Handouts – 1 per student: Ø <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Poetry Vocabulary Ø <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Explication Worksheet Ø <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Project Information Ø <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Vocabulary Quiz Ø Explication Checklis t Selection of poetry books Digital cameras/recorders Computers to create Wiki or video Computer projector For those creating videos- personal CDs for background music
 * __ Materials Needed: __**