English 4, Unit 2A, Week 1 Unit 1 Lessons Unit 2 Lessons 1-2.

English 4, Unit 2A, Week 1 Unit 1 Lessons 18-19 Unit 2 Lessons 1-2

Lesson 18-19 Warm-up Day 2 If someone in this class hands you his or her fairytale and asks you to edit it, what are you going to look for? We will address the dos and don’ts of writing good fictional stories. I will revise my fairytale to add details and specificity, and edit it to remove errors.

Lesson 18-19 Learning Objective: Students revise drafts to add details and specificity. Focus TEKS: 13(C) revise drafts to clarify meaning and achieve specific rhetorical purposes, consistency of tone, and logical organization by rearranging the words, sentences, and paragraphs to employ tropes (e.g., metaphors, similes, analogies, hyperbole, understatement, rhetorical questions, irony), schemes (e.g., parallelism, antithesis, inverted word order, repetition, reversed structures), and by adding transitional words and phrases; 13(D) edit drafts for grammar, mechanics, and spelling 14(A) write an engaging story with a well-developed conflict and resolution, a clear theme, complex and non-stereotypical characters, a range of literary strategies (e.g., dialogue, suspense), devices to enhance the plot, and sensory details that define the mood or tone; (18) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to correctly and consistently use conventions of punctuation and capitalization. (19) Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to spell correctly, including using various resources to determine and check correct spellings. Performance Indicator: Using the writing process and the conventions of language, write a fictional story incorporating literary techniques that lead to complex plot structure which shapes the main character, sets the mood and tone, advances the action, and depicts the theme. We will address the dos and don’ts of writing good fictional stories. I will revise my fairytale to add details and specificity, and edit it to remove errors.

Lesson 18-19 Activities & Discussion Use your fairytale to create images for your readers. When you are done, you need to revise and edit. Don’t skip revising and editing. We will address the dos and don’ts of writing good fictional stories. I will revise my fairytale to add details and specificity, and edit it to remove errors.

Lesson 18-19 Applications Day 2 Continue to complete your story. A character should experience a moral dilemma. The plot should be complex (include a flashback, plot twist, or unexpected ending). The story should be set in a specific historical time period. Use only one form of narration. Settle on first or third person. You will not finish writing your story in class tomorrow. You will turn it in. We will address the dos and don’ts of writing good fictional stories. I will revise my fairytale to add details and specificity, and edit it to remove errors.

Lesson 18-19 Assessment Trade your story with someone new and let him or her read it. We will address the dos and don’ts of writing good fictional stories. I will revise my fairytale to add details and specificity, and edit it to remove errors.

Lesson 18-19 Ongoing Assignments/Homework Your story needs to be completed, edited, and revised and ready to turn when you walk in tomorrow.

Lesson 1 Warm-up Turn in fairytale. Write your answers: 1.What is your attitude about reading poetry? 2.How about writing poetry? 3.How did your particular attitude about poetry develop? We will discuss expectations for our poetry unit. I will write an interpretation of a poem using TP-CASTT.

Lesson 1 Learning Objective: Students use the TP-CASTT strategy in order to monitor comprehension and make complex inferences while reading poetry. Focus TEKS: 1(E) use general and specialized dictionaries, thesauri, histories of language, books of quotations, and other related references (printed or electronic) as needed. 5(B) analyze the moral dilemmas and quandaries presented in works of fiction as revealed by the underlying motivations and behaviors of the characters; (C) compare and contrast the effects of different forms of narration across various genres of fiction; and (D) demonstrate familiarity with works of fiction by British authors from each major literary period. 15 (C) write an interpretation of an expository or a literary text that: (i) advances a clear thesis statement; (ii) addresses the writing skills for an analytical essay including references to and commentary on quotations from the text; (iii) analyzes the aesthetic effects of an author's use of stylistic or rhetorical devices; Performance Indicator: Record multiple entries that include personal and world connections, thoughts, and responses to literary and informational texts. We will discuss expectations for our poetry unit and read a poem. I will write an interpretation of a poem using TP-CASTT.

Lesson 1 Activities & Discussion Our next area of focus is poetry. Not everyone likes reading poetry. It’s ok that not everyone likes reading poetry. The first goal of reading poetry is to just enjoy the words. If you can’t enjoy reading it, then think of the work we will do as “code breaking”. I will write an interpretation of a poem using TP-CASTT. We will discuss expectations for our poetry unit.

Lesson 1 Activities & Discussion You will all ultimately write an original poem. Some people love writing poetry, some people hate it. If you love it, then you will get a chance to do what you do best. If you hate it, then it will be your job to write a poem that you can finally enjoy. I will write an interpretation of a poem using TP-CASTT.. We will discuss expectations for our poetry unit.

Lesson 1 Activities & Discussion I will write an interpretation of a poem using TP-CASTT. Here are some terms that we will be using. They are not new, so we won’t add them to our vocabulary (but they could show up on a test, so check your vocab). Theme – the central or universal idea of a piece of fiction or the main idea of a nonfiction essay Connotative meaning – the emotions or set of associations attached to a word that is implied rather than literal (e.g., feeling blue) Tone – the author’s attitude in the writing Figurative language – language not intended to be taken literally but layered with meaning through the use of imagery, metaphors, and other literary devices We will discuss expectations for our poetry unit.

Lesson 1 Activities & Discussion I will write an interpretation of a poem using TP-CASTT. Enough of this. Let’s read a poem. We will discuss expectations for our poetry unit.

Lesson 1 Activities & Discussion A Poison Tree by William Blake I was angry with my friend: I told my wrath, my wrath did end. I was angry with my foe: I told it not, my wrath did grow. And I watered it in fears, Night and morning with my tears; And I sunned it with smiles, And with soft deceitful wiles. And it grew both day and night, Till it bore an apple bright. And my foe beheld it shine. And he knew that it was mine, And into my garden stole When the night had veiled the pole; In the morning glad I see My foe outstretched beneath the tree. We will discuss expectations for our poetry unit. I will write an interpretation of a poem using TP-CASTT.

Lesson 1 Activities & Discussion A Poison Tree by William Blake I was angry with my friend: I told my wrath, my wrath did end. I was angry with my foe: I told it not, my wrath did grow. And I watered it in fears, What do we think this poem is about? Night and morning with my tears; And I sunned it with smiles, And with soft deceitful wiles. And it grew both day and night, Till it bore an apple bright. And my foe beheld it shine. And he knew that it was mine, And into my garden stole When the night had veiled the pole; In the morning glad I see My foe outstretched beneath the tree. We will discuss expectations for our poetry unit. I will write an interpretation of a poem using TP-CASTT.

Lesson 1 Activities & Discussion A Poison Tree by William Blake I was angry with my friend: I told my wrath, my wrath did end. I was angry with my foe: I told it not, my wrath did grow. And I watered it in fears, How is reading this poem similar to reading fiction? Night and morning with my tears; And I sunned it with smiles, And with soft deceitful wiles. And it grew both day and night, Till it bore an apple bright. And my foe beheld it shine. And he knew that it was mine, And into my garden stole When the night had veiled the pole; In the morning glad I see My foe outstretched beneath the tree. We will discuss expectations for our poetry unit. I will write an interpretation of a poem using TP-CASTT..

Lesson 1 Activities & Discussion We will A Poison Tree by William Blake I was angry with my friend: I told my wrath, my wrath did end. I was angry with my foe: I told it not, my wrath did grow. And I watered it in fears, What specific form of narration does this poem use ? Night and morning with my tears; And I sunned it with smiles, And with soft deceitful wiles. And it grew both day and night, Till it bore an apple bright. And my foe beheld it shine. And he knew that it was mine, And into my garden stole When the night had veiled the pole; In the morning glad I see My foe outstretched beneath the tree. We will discuss expectations for our poetry unit. I will write an interpretation of a poem using TP-CASTT.

Lesson 1 Activities & Discussion We will A Poison Tree by William Blake I was angry with my friend: I told my wrath, my wrath did end. I was angry with my foe: I told it not, my wrath did grow. And I watered it in fears, What moral dilemma is represented here? Night and morning with my tears; And I sunned it with smiles, And with soft deceitful wiles. And it grew both day and night, Till it bore an apple bright. And my foe beheld it shine. And he knew that it was mine, And into my garden stole When the night had veiled the pole; In the morning glad I see My foe outstretched beneath the tree. We will discuss expectations for our poetry unit. I will write an interpretation of a poem using TP-CASTT.

Lesson 1 Activities & Discussion We will A Poison Tree by William Blake I was angry with my friend: I told my wrath, my wrath did end. I was angry with my foe: I told it not, my wrath did grow. And I watered it in fears, This type of poem is called a ballad. It could be set to Night and morning with my tears; music and sung if you wanted to. And I sunned it with smiles, And with soft deceitful wiles. And it grew both day and night, Till it bore an apple bright. And my foe beheld it shine. And he knew that it was mine, And into my garden stole When the night had veiled the pole; In the morning glad I see My foe outstretched beneath the tree. We will discuss expectations for our poetry unit. I will write an interpretation of a poem using TP-CASTT.

Lesson 1 Activities & Discussion Here is where the “code breaking” element of reading poetry comes in. Poems contain layers of meaning that often warrant a close reading. In World War 2, we developed code keys to translate secret messages. Our code key is a magical thing called TP-CASTT We will discuss expectations for our poetry unit. I will write an interpretation of a poem using TP-CASTT.

Lesson 1 Applications We will use TP-CASTT strategy to analyze the poem. If you look at this paper, you will see that it is the same on both sides. Today we will analyze a poem together. You will keep the paper so that you know how to do it with another poem tomorrow. We will discuss expectations for our poetry unit. I will write an interpretation of a poem using TP-CASTT.

Lesson 1 Applications A Poison Tree by William Blake I was angry with my friend: I told my wrath, my wrath did end. I was angry with my foe: I told it not, my wrath did grow. And I watered it in fears, Night and morning with my tears; And I sunned it with smiles, And with soft deceitful wiles. And it grew both day and night, Till it bore an apple bright. And my foe beheld it shine. And he knew that it was mine, And into my garden stole When the night had veiled the pole; In the morning glad I see My foe outstretched beneath the tree. We will discuss expectations for our poetry unit. I will write an interpretation of a poem using TP-CASTT.

Lesson 1 Assessment Everyone answer at the bottom of your TP-CASTT paper: 1) The theme of this poem is (a universal theme). 2) A line in the poem that shows the theme is “(a quote from the poem)”. 3) The tone of the poem is (an emotion that shows the writer’s feelings). 4) A line in the poem that shows the tone is “(a quote from the poem)”. We will discuss expectations for our poetry unit. I will write an interpretation of a poem using TP-CASTT..

Lesson 1 Ongoing Assignments/Homework none

Lesson 2 Warm-up Write your response in your warm-up section. Yesterday we read a poem called “A Poison Tree”. What challenges did you face in understanding and analyzing the poem? I will write an interpretation of a poem using TP-CASTT.. We will discuss how Imagery, allusions, and conceits create meaning in poems.

Lesson 2 Learning Objective: Students identify and analyze imagery, literary allusions, and conceits in order to understand how they contribute to theme and tone in poetry. Focus TEKS: 1(E) use general and specialized dictionaries, thesauri, histories of language, books of quotations, and other related references (printed or electronic) as needed. 5(D) demonstrate familiarity with works of fiction by British authors from each major literary period. 15 (C) write an interpretation of an expository or a literary text that: (i) advances a clear thesis statement; (ii) addresses the writing skills for an analytical essay including references to and commentary on quotations from the text; (iii) analyzes the aesthetic effects of an author's use of stylistic or rhetorical devices; Performance Indicator: Record multiple entries that include personal and world connection, thoughts, and responses to literary and informational texts.” We will discuss how Imagery, allusions, and conceits create meaning in poems. I will write an interpretation of a poem using TP-CASTT.

Lesson 2 Activities & Discussion I will write an interpretation of a poem using TP-CASTT. Think, Turn, Talk We should take a moment to explain that over the next few weeks we are studying poetry. Not just reading it, not just writing it, but actively STUDYING it. What do you think this means? We will discuss how Imagery, allusions, and conceits create meaning in poems.

Lesson 2 Activities & Discussion We will read various forms of poetry. We will read poetry from various British literary periods. The poem we will read today is called a sonnet. I will write an interpretation of a poem using TP-CASTT. We will discuss how Imagery, allusions, and conceits create meaning in poems.

Lesson 2 Vocabulary Sonnet - poem of fourteen lines, often about love, with lines arranged in a very specific rhyme scheme. Study, but do not write this rhyme scheme. Line 1 rhymes with line 3 Line 2 rhymes with line 4 Line 3 rhymes with line 1 Line 4 rhymes with line 2 Line 5 rhymes with line 7 Line 6 rhymes with line 8 Line 7 rhymes with line 5 Line 8 rhymes with line 6 Line 9 rhymes with line 11 Line 10 rhymes with line 12 Line 11 rhymes with line 9 Line 12 rhymes with line 10 Line 13 rhymes with line 14 Line 14 rhymes with line 13 We will discuss how Imagery, allusions, and conceits create meaning in poems. I will write an interpretation of a poem using TP-CASTT.

Lesson 2 Activities & Discussion Just like writers of fiction, poets use sensory language to create imagery. Imagery, allusions, and conceits reveal the theme, set tone, and create meaning in poems. Let’s see how this sonnet by William Shakespeare does this. We will discuss how Imagery, allusions, and conceits create meaning in poems. I will write an interpretation of a poem using TP-CASTT.

Lesson 2 Activities & Discussion SONNET 18 SONNET 18 by William Shakespeare Shall I compare thee to a summer's day? Thou art more lovely and more temperate: Rough winds do shake the darling buds of May, And summer's lease hath all too short a date: Sometime too hot the eye of heaven shines, And often is his gold complexion dimm'd; And every fair from fair sometime declines, By chance, or nature's changing course, untrimm'd; But thy eternal summer shall not fade Nor lose possession of that fair thou ow'st; Nor shall Death brag thou wander'st in his shade, When in eternal lines to time thou grow'st; So long as men can breathe or eyes can see, So long lives this, and this gives life to thee. We will discuss how Imagery, allusions, and conceits create meaning in poems. I will write an interpretation of a poem using TP-CASTT.

Lesson 2 Activities & Discussion SONNET 18 SONNET 18 by William Shakespeare What is its rhyme scheme. Shall I compare thee to a summer's day? Thou art more lovely and more temperate: Rough winds do shake the darling buds of May, And summer's lease hath all too short a date: Sometime too hot the eye of heaven shines, And often is his gold complexion dimm'd; And every fair from fair sometime declines, By chance, or nature's changing course, untrimm'd; But thy eternal summer shall not fade Nor lose possession of that fair thou ow'st; Nor shall Death brag thou wander'st in his shade, When in eternal lines to time thou grow'st; So long as men can breathe or eyes can see, So long lives this, and this gives life to thee. We will discuss how Imagery, allusions, and conceits create meaning in poems. I will write an interpretation of a poem using TP-CASTT.

Lesson 2 Activities & Discussion SONNET 18 by William Shakespeare What examples of imagery can we find? Shall I compare thee to a summer's day? Thou art more lovely and more temperate: Rough winds do shake the darling buds of May, And summer's lease hath all too short a date: Sometime too hot the eye of heaven shines, And often is his gold complexion dimm'd; And every fair from fair sometime declines, By chance, or nature's changing course, untrimm'd; But thy eternal summer shall not fade Nor lose possession of that fair thou ow'st; Nor shall Death brag thou wander'st in his shade, When in eternal lines to time thou grow'st; So long as men can breathe or eyes can see, So long lives this, and this gives life to thee. We will discuss how Imagery, allusions, and conceits create meaning in poems. I will write an interpretation of a poem using TP-CASTT.

Lesson 2 Activities & Discussion SONNET 18 by William Shakespeare What example of conceit can we find? Shall I compare thee to a summer's day? Thou art more lovely and more temperate: Rough winds do shake the darling buds of May, And summer's lease hath all too short a date: Sometime too hot the eye of heaven shines, And often is his gold complexion dimm'd; And every fair from fair sometime declines, By chance, or nature's changing course, untrimm'd; But thy eternal summer shall not fade Nor lose possession of that fair thou ow'st; Nor shall Death brag thou wander'st in his shade, When in eternal lines to time thou grow'st; So long as men can breathe or eyes can see, So long lives this, and this gives life to thee. We will discuss how Imagery, allusions, and conceits create meaning in poems. I will write an interpretation of a poem using TP-CASTT.

Lesson 2 Applications You will use TP-CASTT to analyze this sonnet. 1.Get one partner. 2.With your partner, decide on an explanation for the title (why is it only called Sonnet 18?). 3.With your partner, decide on how best to paraphrase the poem. We will discuss how Imagery, allusions, and conceits create meaning in poems. I will write an interpretation of a poem using TP-CASTT..

Lesson 2 Applications SONNET 18 by William Shakespeare Shall I compare thee to a summer's day? Thou art more lovely and more temperate: Rough winds do shake the darling buds of May, And summer's lease hath all too short a date: Sometime too hot the eye of heaven shines, And often is his gold complexion dimm'd; And every fair from fair sometime declines, By chance, or nature's changing course, untrimm'd; But thy eternal summer shall not fade Nor lose possession of that fair thou ow'st; Nor shall Death brag thou wander'st in his shade, When in eternal lines to time thou grow'st; So long as men can breathe or eyes can see, So long lives this, and this gives life to thee. We will discuss how Imagery, allusions, and conceits create meaning in poems. I will write an interpretation of a poem using TP-CASTT.

Lesson 2 Applications You will use TP-CASTT to analyze this sonnet. 1.You and your partner should now join another partnership to form a team of four. 2.With your team, determine the connotation of the poem. 3.Identify the poet or speaker’s attitude in the poem. We will discuss how Imagery, allusions, and conceits create meaning in poems. I will write an interpretation of a poem using TP-CASTT.

Lesson 2 Applications You will use TP-CASTT to analyze this sonnet. 1.Your team of four will now join another team of four to create a super team of eight. 2.With your super team, identify the shifts in attitude that happen in the poem. 3.Reconsider, then reinterpret the meaning of the title. 4.Identify the universal theme of this poem. We will discuss how Imagery, allusions, and conceits create meaning in poems. I will write an interpretation of a poem using TP-CASTT.

Lesson 2 Assessment Everyone answer at the bottom of your TP-CASTT paper: 1) The theme of this poem is (a universal theme). 2) A line in the poem that shows the theme is “(a quote from the poem)”. 3) The tone of the poem is (an emotion that shows the writer’s feelings). 4) A line in the poem that shows the tone is “(a quote from the poem)”. We will discuss expectations for our poetry unit. I will write an interpretation of a poem using TP-CASTT..

Lesson 2 Ongoing Assignments/Homework None.

Lesson 3 Warm-up Read this free-verse poem. Head High – Dunstan Carter Head high to the stars And the rooftops will hold you Closer than never before, Let the black cloud your eyes, Knock on the door, Jump in and before Someone speaks Shout your name, Call for rain And proclaim You have dreams That could Cover the sky. We will identify poetic conventions. I will begin drafting an original poem. What makes it a free verse poem? Why is it still considered a poem? What is the theme of this poem? Free-verse is a style in which you may choose to write your poem. Is that something you would consider doing?

Lesson 3 Learning Objective: Students pre-write to plan the writing of an original poem. Focus TEKS: 13 (A) plan a first draft by selecting the correct genre for conveying the intended meaning to multiple audiences, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea; 14 (B) write a poem that reflects an awareness of poetic conventions and traditions within different forms (e.g., sonnets, ballads, free verse); Performance Indicator: Select a poetic form and employ the conventions and structures for that form by writing an original poem that communicates a universal theme and illustrates effective use of sensory details. I will combine themes and descriptive words to create interesting phrases for a poem.. We will identify universal themes.

Lesson 3 Activities & Discussion I will begin drafting an original poem. Head High – Dunstan Carter Head high to the stars And the rooftops will hold you Closer than never before, Let the black cloud your eyes, Knock on the door, Jump in and before Someone speaks Shout your name, Call for rain And proclaim You have dreams That could Cover the sky. Here is our free verse poem again. What do we see that makes it distinctly a poem, and not another type of writing? We will identify poetic conventions.

Lesson 3 Activities & Discussion Look back at this term and definition: Universal Theme - a theme that goes beyond social and cultural boundaries and speaks to the experiences of all human beings. I will combine themes and descriptive words to create interesting phrases for a poem.. We will identify universal themes.

Lesson 3 Activities & Discussion I will combine themes and descriptive words to create interesting phrases What are some examples of Universal Themes? I will give you a couple: War, friendship What are some other themes that speak to the experience of all human beings? We will identify universal themes. for a poem.

Lesson 3 Activities & Discussion I will combine themes and descriptive words to create interesting phrases for a poem. You will get the chance to write an original poem that communicates a universal theme and illustrates effective use of sensory details. Much like the fairytales, we will not write an entire poem at once. We will brainstorm ideas and you will document them. We will learn a little more about poetry, then you will incorporate new ideas into your poem. We will learn something else about poetry, then you return again to your original poem to incorporate yet more ideas into your poem. And so on, and so forth… We will identify universal themes.

Lesson 3 Activities & Discussion war, friendship, courage, fear, patriotism, love, loneliness, good vs. evil, jealousy, growing up, hate, family, honor, trust, deceit, destiny…there are more, but these are the most common. Write down two themes that you would be interested in writing about. We will take exactly 60 seconds for you to make a choice. I will combine themes and descriptive words to create interesting phrases for a poem. We will begin now by selecting two Universal Themes which you will address in your poem. Here are some possibilities: We will identify universal themes.

Lesson 3 Activities & Discussion Here are some random, yet descriptive words. Write down all of the words that you see that might apply to one or both of your themes. You may change the form of the words. You may also look at The Word Wall for more. Playful Amused Mocking Bitter Loud Baffled Aggravated Embarrassed Accusing Furious Hopeful Proud Scornful Sharp Judgmental Dramatic Fearful Mournful Harsh Shameful Ecstatic Brave Silly Condescending Intimate Callous Anxious Foreboding Calm Soothing Taunting Ridiculing Seductive Sentimental Gloomy Numb Cold Hurtful Joyful Loving Cynical Malicious Shocking Humble Solemn Hollow Arrogant Artificial Passionate Grotesque Urgent Disgusted Threatening Peaceful I will combine themes and descriptive words to create interesting phrases for a poem.. We will identify universal themes.

Lesson 3 Applications It is time to create. Creation, not completion is your goal. Look at your themes, look at the descriptive words you copied down. Start combining them with your own words to make interesting phrases. They do not need to go in any order, or fit together in any certain way. It is just about creating interesting phrases. I will combine themes and descriptive words to create interesting phrases for a poem. We will identify universal themes.

Lesson 3 Applications Let’s say my themes are family and honor. These are a few of the descriptive words I wrote down: Proud, Judgmental, Loving, Hopeful, Silly, Sentimental, Intimate I can create phrases like this: Family should never be judgmental, but accepting. Honor is about the ability to love and be loved. Family means hope. Nothing is as special as the intimacy of a family dinner. An honorable father teaches his children about pride and love. Now you combine words to make interesting phrases. Come up with at least 8. I will combine themes and descriptive words to create interesting phrases for a poem. We will identify universal themes.

Lesson 3 Assessment Complete at least 8 interesting phrases. Let one partner read yours, and you read the phrases of one partner. I will combine themes and descriptive words to create interesting phrases for a poem. We will identify universal themes.

Lesson 3 Ongoing Assignments/Homework None

Warm-up 4 What is one of your favorite songs that you know most of the words to? Who performs this song? We will discuss connections between music and poetry. I will identify poetic conventions in a song.

Lesson 4 Learning Objective: Students identify poetic conventions in popular music. Focus TEKS: 1(E) use general and specialized dictionaries, thesauri, histories of language, books of quotations, and other related references (printed or electronic) as needed. 5(B) analyze the moral dilemmas and quandaries presented in works of fiction as revealed by the underlying motivations and behaviors of the characters; (C) compare and contrast the effects of different forms of narration across various genres of fiction; and (D) demonstrate familiarity with works of fiction by British authors from each major literary period. 15 (C) write an interpretation of an expository or a literary text that: (i) advances a clear thesis statement; (ii) addresses the writing skills for an analytical essay including references to and commentary on quotations from the text; (iii) analyzes the aesthetic effects of an author's use of stylistic or rhetorical devices; Performance Indicator: Record multiple entries that include personal and world connections, thoughts, and responses to literary and informational texts. I will identify poetic conventions in a song. We will discuss connections between music and poetry.

Lesson 4 Activities & Discussion What is the connection between music and poetry? I will identify poetic conventions in a song. We will discuss connections between music and poetry.

Lesson 4 Activities & Discussion I will identify poetic conventions in a song. The things that make a poem a poem, rhythm, rhyme, and repetition, are called Poetic Conventions. Understanding Poetic Conventions is important. Read the above sentence a second time, and maybe even a third. We will discuss connections between music and poetry.

Lesson 4 Activities & Discussion I will identify poetic conventions in a song. The things that make a poem a poem, rhythm, rhyme, and repetition, are called Poetic Conventions. All of these Poetic Conventions appear in the lyrics of songs. We will discuss connections between music and poetry.

Lesson 4 Applications Using your favorite song, you will complete the 9 square activity. The song you work with should be one for which you know the lyrics, or can easily look up the lyrics here in class. I will identify poetic conventions in a song. We will discuss connections between music and poetry.

Lesson 4 Assessment Use your 9 square paper to teach about your song to a friend or neighbor. We will discuss connections between music and poetry. I will identify poetic conventions in a song.

Lesson 4 Ongoing Assignments/Homework

English 4, Unit 2A, Week 1 Unit 1 Lessons Unit 2 Lessons 1-2.

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English 4, Unit 2A, Week 1 Unit 1 Lessons Unit 2 Lessons 1-2.

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