Objectives: Students will use poetic devices to make sense with the poem.
- Read the prom “The Red Wheelbarrow” by Williams Carlos Williams
- Describe what’s familiar and what’s strange.
- What’s the central idea? Cite evidence to support your interpretation.
- Examine the poem’s structure, sound, line breaks, syntax ,punctuation and explain how they all contribute to meaning.
- Examine the imagery and symbols and explain how they contribute to the poem’s meaning
Respond: What contributes to meaning in a poem?
Objectives: Students will continue examining a simple text and determine the elements that contribute to meaning.
- Share responses from homework.
- Read the poem ” We Real Cool” by Gwendolyn Brook. Read aloud the poem.
- Jot down initial reactions tot he poem: what makes sense? what not? what stands for me?
- Share first impressions of the poem.
- Examine closely at the structure, sound, point of view and line breaks. How do they contribute to meaning?
- Examine the tone. What contributes to the tone? How does tone reveal the author’s attitude?
Respond: Reflect on our reading experiences of the two poems. What have you learned about analytical reading? Cite evidence to support your conclusion.
Objectives: To reflect on strategies involved in analytical reading
- To break down the text line by line or phrase by phrase; by various devices such as imagery, sound, syntax , symbolism and tone
- The differences between the speaker and author: the speaker’s tone reflects the author’s attitude
- Deeper meaning is hidden between lines and expressed by author’s use of strategies such as syntax ( sentence structure), sound, imagery, symbolism, line breaks, tone.
- To analyze is to be able to explain why the text means what you claim it means
B. Read “Hazel Tells La Verne” by Katharyn Howd Machan
- Read the poem out loud twice by two different readers
- Make a list of things about the poem that are strange to you( colloquial language-slang/dialect,
- Describe the speaker.
- What type of poem?
- What kind of language is used?
- What using a famous fairy tale? Allusion, parody,
- What’s the symbolism?
- What’s the tone?
- What’s the author really addressing through the poem?
Objectives: Students will examine how style impacts tone
Aim: How does style impact tone?
- Do Now: what is style? What’s tone?
- In pairs, share your responses to ” understanding speaker and attitude”: a) the use of repetition b) the speaker’s attitude toward the frog and his message c) Why is the poem satirical?
- Share in class your discussion.
- In groups of three or four, discuss the impact of style on meaning and tone.
- Individual, in writing, respond to the questions on page 139.
To sum up- How does the author use form, language, style impact the persona of the speaker as well as the tone?
Homework: Write a micro essay to respond to the prompt: In the poem ” Hazel Tells LaVern” by Katheryn Machan, the speaker retells her encounter with a frog who demands a kiss from her. Read the poem carefully. Then in a well-developed essay, describe the dramatic situation the speaker relates to LaVerne and then analyze how the author uses poetic devices such as allusion,syntax, language, voice and structure to reveal the speaker’s ironic tone and the author’s satirical attitude toward social class.
Purpose: to prove the author’s satirical attitude toward social class through tone
How: use poetic devices such as allusion, syntax, language, voice and structure( 3)
- Topic sentence
- Context ( a critical summary of what has happened before the place where you take out an example)
- Provide( cite/quote) an example of language use; zoom in to specific words or phrases and bring out the deeper/implied meaning;
- Analysis: explain why you have provided such an interpretation;
- Make connections between your example and the topic sentence (thesis/point).
- (Repeat) Context ( a critical summary of what has happened before the place where you take out an example)
- Provide( cite/quote) the 2nd example of language use; zoom in to specific words or phrases and bring out the deeper/implied meaning;
- Explain why you provide such an interpretation;
- Make connections between your example and the topic sentence( thesis/point).