Unit 3

Robert Frost ” Home Burial”

Objectives: Students will analyze how the meter in the poem effects the meaning.

Resources: Dickinson and Frost

Do now: Watch a brief Robert Frost bio. Share one interesting detail about the poet.

More info about Robert Frost

Mini Lesson

Blank verse: unrhymed iambic pentameter.

Meter:

1. Iambic (the noun is iamb or iambus): a lightly stressed syllable followed by a heavily stressed syllable u /
2.  Trochaic (the noun is trochee): a stressed followed by a light syllable / u
3.  Anapestic (the noun is anapest): two light syllables followed by a stressed syllable u u /
4. Dactylic (the noun is dactyl): a stressed syllable followed by two light syllables syllables: / uu

• If a line has four feet, it is tetrameter.
• If a line has five feet, it is pentameter.
• If it has six feet, it is hexameter, and so on.

Listen to a recording of  the poem ” Home Burial”. Pay special attention to the meter and rhythm of the poem.

Teacher Model ( excerpt from shmoop.com)

“Frost breaks up the complete line of iambic pentameter into two lines of dialogue (but he indents the woman’s line, so we’ll be sure to connect the meters together). Squish them together and you get ten syllables. But we definitely don’t have just five stresses in this line.

In the first half, we have three. And then, each instance of the word “don’t” in the second line is a strong stressed syllable, as well as the word “cried.” That makes for eight—count ’em—stresses in one iambic pentameter line.

Why pack in so many stresses? Well, this is one of the most intense and urgent moments in the poem. We have finally found out what’s really coming between this fighting couple, and the poet is packing the meter with stress to show us that these two are under a lot of—you guessed it—stress.

If you’re feeling dramatic, you might try reading this poem aloud with a friend (one can play the woman, the other her husband). This might help you spot the places where Frost is straying from the daDUM rhythm of iambic pentameter. And we think you’ll find that in the places where he’s shaking things up, he’s doing so for a reason. Frost was a metrical master, and he knew how to make meter make meaning.”

Independent Practice

Do you notice any meter or rhythm to the poem? What effect does the meter have on the poem?

Check for Understanding:

Share out your response to the question.

Homework#1: Recreate a “Forming Evidence -Based Claim: in your notebook. Identify examples of meter and make a claim based on your details.

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Lesson 2

Objectives: Students will be able to analyze the situation described in the poem through the imagery that describes physical and emotional landscapes.

Resources: Dickinson and Frost

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Emily Dickinson ” Because I Could Not Stop for Death”

Lesson 1

Objectives: Students will be able to write a poem about Emily Dickinson that tells the story about the extraordinary female poet.

Independent Practice

Each group gets one computer. Use the notes to write a group poem about the poet. The poem is to –

• introduce to the reader some of the most important information about her.
• her life
• her poetry
• the themes in her poetry
• her differences from the norm
• one or two expressions by her

Expected Outcome:

• small group members ‘ collaboration
• typed up the 1st draft of a poem
• use of notes and information online
• every member in the group needs to have a copy of the poem
• share a few lines if not the entire poem with the class

Homework#2: Revise the poem individually and turn it in tomorrow.

________________________________________

Lesson 2

Objectives: Students will be able to infer the author’s attitude or tone toward death.

CCSS.ELA-LITERACY.RL.9-10.2
Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

CCSS.ELA-LITERACY.RL.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

• • Students select details from the text  based on their individual reading experience and understanding of the text.

• • They are also given various options to respond to the poem depending on their personal level of challenges or strengths.

• • Students can raise their own questions to probe into the implied meaning of the poem.

• • structure of the essay

• rubric

Grouping Rationale: Students will be grouped based on personal choice with consideration of individual learning needs, styles, talents and personality to maximize their productivity. In each group, all participants are contributors; but they will take turns to be a timer, facilitator, recorder,or presenter.

Resources: Literary devices

Do Now:  share the poem you have written about Emily Dickinson.

Mini Lesson

1. what’s an extended metaphor? Imagery?
2. How to read a metaphysical poem?
   -surface
   -deep meaning
3. Read the poem out loud  and envision what you see through her depiction.  What helps you see t them in your mind?
4. What kind of language does she use, physical or abstract, vague or clear?

Independent Practice

Identify an example of extended metaphor and imagery  and discuss how each device helps reveal a central idea.

Homework #3:

1. Type the poem about Emily Dickinson
2. Generate one central idea based on TPCASTT worksheet.

_________________________________________________________________________

Lesson 3

Objectives: Students will be able to analyze how Dickinson uses poetic devices such as anaphora and rhyme & rhythm to develop a central idea.

CCSS.ELA-LITERACY.RL.9-10.2
Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

CCSS.ELA-LITERACY.RL.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

• • Students select details from the text  based on their individual reading experience and understanding of the text.

• • They are also given various options to respond to the poem depending on their personal level of challenges or strengths.

• • Students can raise their own questions to probe into the implied meaning of the poem.

• • structure of the essay

• rubric

Grouping Rationale: Students will be grouped based on personal choice with consideration of individual learning needs, styles, talents and personality to maximize their productivity. In each group, all participants are contributors; but they will take turns to be a timer, facilitator, recorder,or presenter.

Resources:

• Literary devices
• How to analyze a poem?
• Figurative language in music

Do Now:  Share with an elbow partner your poem. Identify a literary device used in your partner’s poem. (literary devices in pop culture)

Mini Lesson: 

Everyone is a poet.

How to read poetry? Film clip from Dead Poets Society

Why do we read poetry?

Poetry is for everybody

Introducing poetic devices through pop music

How to use TPCASST to analyze a poem?

Take notes when listening. Jot down questions if there is an area you don’t understand.

TPCASST RAP

What’s a symbol? (4:20)

Figurative Language in songs and its effects

Independent Practice

Use your new understanding to revise your TPCASTT sheet in particular, bring out the deeper meaning through a specific poetric device .Create a group one to be handed in.

Expected Outcome:

1. Revised TPCASTT sheet by the group.
2. Use the group rubric to self-evaluate the collaboration.

Homework#4: 

Respond to the Study Questions on “Because I Could Not stop Death”

1. What impression does the reader have of Death? What specific words or lines lead to that impression?
2. What meter does the poem follow? How does the rhythm make the poem feel?
3. Line 3 contains the word “carriage.” Considering the actors, what do you think this carriage symbolizes?
4. In the third stanza, Dickinson uses the word “passed” repeatedly. What kind of word is it and what effect does it have in the third stanza?
5. What is the narrator experiencing in stanza four? What words clue the reader in to this?
6. What is different about the ‘fist line in stanza four and what is its significance given its timing in the poem?
7. What do you notice about the verb tenses used throughout the poem? How are they compared throughout the stanzas and what do they tell the reader about the narrator?
8. What kind of language in general does Dickinson use throughout the poem? Is it physical or abstract, vague or clear? Is the language constant for the duration of the piece? What effect does this have on the poem’s meaning?

___________________________________________________

Lesson 4

Objectives: Students will be able to analyze how Dickinson uses poetic devices such as symbol ,anaphora and rhyme to develop a central idea.

CCSS.ELA-LITERACY.RL.9-10.2
Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

CCSS.ELA-LITERACY.RL.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Differentiation:

• • Students select details from the text  based on their individual reading experience and understanding of the text.

• • They are also given various options to respond to the poem depending on their personal level of challenges or strengths.

• • Students can raise their own questions to probe into the implied meaning of the poem.

• • • structure of the essay
  • rubric

Grouping Rationale: Students will be grouped based on personal choice with consideration of individual learning needs, styles, talents and personality to maximize their productivity. In each group, all participants are contributors; but they will take turns to be a timer, facilitator, recorder,or presenter.

Resources:

• Literary devices
• How to analyze a poem?
• Figurative language in music

Do Now:  Write down three examples of poetic devices from song lyrics. Come up with one example of your own or from songs. Share with an elbow partner.

Mini Lesson

How to use TPCASTT to analyze a poem?

Take notes when listening. Jot down questions if there is an area you don’t understand.

TPCASST RAP

What’s a symbol? (4:20)

What is  a symbol? Identify symbols in the poem. What does each symbol represent?

• Death
• The carriage
• The sunset
• the house
• the horses

The repetition of a word or phrase throughout a poem is called anaphora and it’s a technique poets use a lot in order to help the poem progress as a well as tie it together.

Independent Practice

In a small group, students will identify one poetic device that they have identifies in Dickinson’s poem. Find the example and determine its meaning and effect. They can pick one from the following-

• extended metaphor
• symbol
• personification
• anaphora
• alliteration
• imagery
• setting
• tone

After 5 minutes, students will share their example with the rest of the class .

Expected outcome: Students should be able to understand at least two poetic devices used in the poem and their effects.

Extended Activities: For those who have completed the poetic device analysis task, please continue working in your group to respond to the following questions on “Because I Could Not stop Death”

1. What impression does the reader have of Death? What specific words or lines lead to that impression?
2. What meter does the poem follow? How does the rhythm make the poem feel?
3. Line 3 contains the word “carriage.” Considering the actors, what do you think this carriage symbolizes?
4. In the third stanza, Dickinson uses the word “passed” repeatedly. What kind of word is it and what effect does it have in the third stanza?
5. What is the narrator experiencing in stanza four? What words clue the reader in to this?
6. What is different about the ‘fist line in stanza four and what is its significance given its timing in the poem?
7. What do you notice about the verb tenses used throughout the poem? How are they compared throughout the stanzas and what do they tell the reader about the narrator?
8. What kind of language in general does Dickinson use throughout the poem? Is it physical or abstract, vague or clear? Is the language constant for the duration of the piece? What effect does this have on the poem’s meaning?

Homework#5: Select one literary device and two or three examples of he devices form the poem. Analyze the meaning and effect. Draw a conclusion that is the central idea. Use the claim worksheet.

Homework#6: Write a well-developed paragraph to develop one of the central ideas of the poem through one specific strategy. Identify two examples of the strategy and discuss how they contribute to the development of the central idea.

________________________________________

Lesson 5

Objectives: Students will be able to analyze how Dickinson uses poetic devices such as symbol ,anaphora and rhyme to develop a central idea.

CCSS.ELA-LITERACY.RL.9-10.2
Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

CCSS.ELA-LITERACY.RL.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

• • Students select details from the text  based on their individual reading experience and understanding of the text.

• • They are also given various options to respond to the poem depending on their personal level of challenges or strengths.

• • Students can raise their own questions to probe into the implied meaning of the poem.

• • structure of the essay

• rubric

Grouping Rationale: Students will be grouped based on personal choice with consideration of individual learning needs, styles, talents and personality to maximize their productivity. In each group, all participants are contributors; but they will take turns to be a timer, facilitator, recorder,or presenter.

Resources:

• Literary devices
• How to analyze a poem?
• Figurative language in music
• EBC rubric.

Do Now:  Share a claim worksheet you have completed using the EBC rubric.

Mini Lesson: 

What’s a symbol? (4:20)

What is  a symbol? Identify symbols in the poem. What does each symbol represent? How does the symbol enhance the poet’s message?

• Death
• The carriage
• The sunset
• the house
• the horses

The repetition of a word or phrase throughout a poem is called anaphora and it’s a technique poets use a lot in order to help the poem progress as a well as tie it together.

Independent Practice

Each group decides on a specific role for each group member-

• recorder
• facilitator
• presenter ( timer if there are only three members)
• timer

In a small group, students will identify one poetic device and three examples or such a device  in Dickinson’s poem. They will analyze the meaning of the  examples to determine how they help the poet develop a central idea . They can pick one from the following-

• extended metaphor
• symbol
• personification
• anaphora
• alliteration
• imagery
• setting
• tone

After 6 minutes, students will share their example with the rest of the class .

Expected outcome: Students should be able to understand at least tow poetic devices used in the poem and their effects.

Homework#7 Organize your group discussion into a well- developed paragraph in which you identify one specific poetic strategy and use three examples of such a strategy to discuss how the author develops her ideas.

_________________________

Lesson 6

Objectives: Students will be able to analyze how Dickinson uses poetic devices such as symbol ,anaphora and rhyme to develop a central idea.

CCSS.ELA-LITERACY.RL.9-10.2
Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

CCSS.ELA-LITERACY.RL.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

• • Students select details from the text  based on their individual reading experience and understanding of the text.

• • They are also given various options to respond to the poem depending on their personal level of challenges or strengths.

• • Students can raise their own questions to probe into the implied meaning of the poem.

• • structure of the essay

• rubric

Grouping Rationale: Students will be grouped based on personal choice with consideration of individual learning needs, styles, talents and personality to maximize their productivity. In each group, all participants are contributors; but they will take turns to be a timer, facilitator, recorder,or presenter.

Resources:

• Literary devices
• How to analyze a poem?
• Figurative language in music
• EBC rubric.

Do now:  Select one most effective strategy that you believe the author uses to express a central idea. Name the streategy and describe the central idea. Briefly how the strategy helps convey the idea. Write down your thoughts on the personal whiteboard.

Mini Lesson

Meter:

1. Iambic (the noun is iamb or iambus): a lightly stressed syllable followed by a heavily stressed syllable u /
2.  Trochaic (the noun is trochee): a stressed followed by a light syllable / u
3.  Anapestic (the noun is anapest): two light syllables followed by a stressed syllable u u /
4. Dactylic (the noun is dactyl): a stressed syllable followed by two light syllables syllables: / uu

• If a line has four feet, it is tetrameter.
• If a line has five feet, it is pentameter.
• If it has six feet, it is hexameter, and so on.

What’s a symbol? (4:20)

What is  a symbol? Identify symbols in the poem. What does each symbol represent? How does the symbol enhance the poet’s message?

• Death
• The carriage
• The sunset
• the house
• the horses

New Concepts:

Anaphora:

The repetition of a word or phrase throughout a poem is called anaphora and it’s a technique poets use a lot in order to help the poem progress as a well as tie it together.

Metonymy: A metonymy is a word or phrase that is used to stand in for another word. Sometimes a metonymy is chosen because it is a well-known characteristic of the word. One famous example of metonymy is the saying, “The pen is mightier than the sword,

Independent Practice

Each group decides on a specific role for each group member-

• recorder
• facilitator
• presenter ( timer if there are only three members)
• timer

In a small group, students will complete the 2-point claim worksheet on page 7 by-

1. identifying  one poetic device form the list below.
2. the meaning the device helps convey
3. Point 1 with three supporting evidence
4. Point 2 with three supporting evidence

• extended metaphor
• symbol
• personification
• anaphora
• alliteration
• imagery
• setting
• tone

After 6 minutes, students will share their example with the rest of the class .

Expected outcome: Students should be able to understand –

• a claim needs to be proved by two points
• each of the two points need to be supported by three pieces of evidence
• each evidence needs to be an example of the poetic device
• use the rubric to evaluate their claims.

Exit Slip: Hand in group EBC worksheets.

Homework#8: Write out the first draft of the analysis essay of Dickinson’s poem based on the EBC worksheets.

Your Task: Closely read the poem” Because I Could Not Stop for Death” by Emily Dickinson and write a well-developed, text-based response of 3-4 paragraphs. In your response, identify a central idea in the text and analyze how the author’s use of one writing strategy (literary element or literary technique or rhetorical device) develops this central idea. Use strong and thorough evidence from the text to support your analysis. Do not simply summarize the text. Guidelines: Be sure to: Identify a central idea in the text Analyze how the author’s use of one writing strategy (literary element or literary technique or rhetorical device) develops this central idea. Examples include: characterization, conflict, denotation/connotation, metaphor, simile, irony, language use, point-of-view, setting, structure, symbolism, theme, tone, etc. Use strong and thorough evidence from the text to support your analysis Organize your ideas in a cohesive and coherent manner Maintain a formal style of writing Follow the conventions of standard written English

____________________________________

Lesson 7

Objectives: Students will be able to analyze how Dickinson uses poetic devices such as symbol ,anaphora and rhyme to develop a central idea.

CCSS.ELA-LITERACY.RL.9-10.2
Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

CCSS.ELA-LITERACY.RL.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

• • Students select details from the text  based on their individual reading experience and understanding of the text.

• • They are also given various options to respond to the poem depending on their personal level of challenges or strengths.

• • Students can raise their own questions to probe into the implied meaning of the poem.

• • structure of the essay

• rubric

Grouping Rationale: Students will be grouped based on personal choice with consideration of individual learning needs, styles, talents and personality to maximize their productivity. In each group, all participants are contributors; but they will take turns to be a timer, facilitator, recorder,or presenter.

Resources:

• Literary devices
• How to analyze a poem?
• Figurative language in music
• EBC rubric.
• Textual Analysis Rubric

Do now:

• Jot down one question that you need clarification on the personal whiteboard. Pair-share.

Mini Lesson

• Respond to students’ questions and concerns.
• Model the analyzing process through a specific strategy.

(Introduction) Death is often portrayed as menacing in many works of literary. In Emily Dickinson’s poem “Because I Could Not Stop for Death”, she provides a different perspective. Through the use of descriptive language, Dickinson portrays death as a nonthreatening and peaceful experience, and conveys one must accept death as part of his or her destiny (central idea). ( Body 1) From the very beginning of the poem, Dickinson uses descriptive language to portray death a safe and lonely but dignified experience (claim 1). She begins by introducing “ Death” to her reader as kind and civil as illustrated in “ kindly stopped for me” and” his Civility”. Even though the speaker cannot stop Death from coming, she regards the act of Death as “kind” and dignified because He is taking her in a “carriage” suggesting a sheltered safe journey. Dickinson continues to describe death as solemn and dignified as illustrated in the way Death drives, “slowly”, “ no haste” and “ his Civility”( point 1) .On the other hand, the speaker also finds the journey to be lonely since there are only themselves ( she and death) as illustrated in “ the carriage held but just ourselves”. The adverb “just” suggests slight trepidation of taking the ride alone with death himself and remorse that there is no other passenger riding with her to accompany her ( point 2). The silence and dignity felt by the speaker during the lonely ride with death reveals dying is essentially a dignified life experience and one has to experience it alone. ( Body 2) As Dickinson continue describing the speaker’s journey to death,  she further reveals that death can give a sense of tranquility and peace if one regards it as part of one’s destiny( claim 2) . The speaker, while sitting in the carriage, sees her life pass by her through the descriptions such as “children strove”, “fields of gazing grain” and “the setting sun” suggesting her childhood, maturity and the near end of her life. “Gazing grain” indicates maturity and “the setting sun” symbolizes her life’s ending life the sun going out of the horizon. Dickinson’s portrayal of death as “ gossamer” appearance and the speaker as “ tulle” reveals death is an intangible experience, magical and hard to grasp but soothing since both “ gossamer” and “ tulle” connote translucent, soft and silky. Finally Dickinson portrays the tomb the speaker sees as “a House that seems a swelling of the ground”. To compare tomb to a house, the poet seems to regard death as going home experience- safe, tranquil and peaceful. The speaker’s serenity as she reaches her final destination connotes the idea that death is everyone’s final destiny, thus no surprises and no pain but acceptance. ( Conclusion) Through the use descriptive language, Dickinson reveal death is part of life experiences and there is no need to fear it. Even though no one is going to seek death, death will eventually find everyone, but treat him/her with dignity. Therefore, death is not that strange but should feel like going home- the end of one’s life journey.

Write out the first draft of the analysis essay of Dickinson’s poem based on the EBC worksheets.Additional Notes on writing the essay-

Your Task: Closely read the poem” Because I Could Not Stop for Death” by Emily Dickinson and write a well-developed, text-based response of 3-4 paragraphs. In your response, identify a central idea in the text and analyze how the author’s use of one writing strategy (literary element or literary technique or rhetorical device) develops this central idea. Use strong and thorough evidence from the text to support your analysis. Do not simply summarize the text. Guidelines: Be sure to: Identify a central idea in the text Analyze how the author’s use of one writing strategy (literary element or literary technique or rhetorical device) develops this central idea. Examples include: characterization, conflict, denotation/connotation, metaphor, simile, irony, language use, point-of-view, setting, structure, symbolism, theme, tone, etc. Use strong and thorough evidence from the text to support your analysis Organize your ideas in a cohesive and coherent manner Maintain a formal style of writing Follow the conventions of standard written English

How to write an effective thesis statement?

• Directly address the essay question
• there is a shift ( tension) within the statement
• state the literary devices used by the author

 How to write an introduction?

1. Provide one -sentence comment on the topic you are writing.
2. Provide an appropriate context of the narrative
3. State the thesis statement

 How to write a conclusion?

• Restate the most important point you have been making throughout the essay but in different words.
• Make a real life connection (how is the discussion relevant in real life?)

 Body Paragraph structure:

• Topic Sentence-Claim
• Context ( cite the sentences where you will “zoom’ in on specific words or phrase for your analysis
• Point out he words and phrases that are connected to your claim
• ( Analysis)Explain why the specific words and phrases represent the deeper meaning
• Making connections aback to your thesis ( so what)

Textual Analysis Structure

Introduction: ( 3-4 sentences)

1. State the central idea of the passage
2. State the (one) strategy that the authors uses to illustrate the central idea
3. Explain two steps of how the author DEVELOPS his central idea through the strategy by using the word “ first, the author….;then the author…

Body

Body Paragraph 1:

1. Topic sentence ( first the author uses ___________( a strategy) to describe/portray…
2. Context: quotations ( 2- 3 examples) – omit words you don’t need by using …
3. Zoom in ( go back to the textual evidence you have cited) and point out specific words or phrases that show a pattern . Bring out the deeper meaning( what do the details say about your claim or author’s central idea)
4. So what: making a connection back to your claim

Body Paragraph 2:

1. Topic sentence ( then the author uses ___________( a strategy) to describe/portray…
2. Context: quotations ( 2- 3 examples) – omit words you don’t need by using …
3. Zoom in ( go back to the textual evidence you have cited) and point out specific words or phrases that show a pattern . Bring out the deeper meaning( what do the details say about your claim or author’s central idea)
4. So what: making a connection back to your claim

Conclusion: Restate the central idea with different words; how does the central idea connect to a universal truth?

Tips: Two claims should be different- the 2^nd claim should be based on the first claim

Independent Practice

Compose ( or revise the 1st draft) the essay using the checklist and rubric provided.

Expected Outcomes:

1. Picked out a strategy and examples.
2. Generate a thesis statement ( central idea)
3. State two claims clearly that connect to the thesis ( central idea).
4. Complete the introductory paragraph.

Exit Slip: Hand in your thesis statement.

Homework#8: Continue working on revising or completing your essay using the rubric and checklist provided to guide your writing.