Lesson 4.2

 Today in class, I will…  Analyze a variety of poems.  Demonstrate understanding of connotative diction to create tone in a written response.

 Under vocabulary tab in your binder place your word wall handout, and write the following definition.  Oral Interpretation: reading aloud a literary text with expression.  Rhyme: the repetition of sounds at the ends of words.

 Under vocabulary tab in your binder place your word wall handout, and write the following definition.  Rhyme Scheme: a consistent pattern of end rhyme throughout a poem.  Alliteration: the repetition of consonant sounds at the beginning of words.

 Under vocabulary tab in your binder place your word wall handout, and write the following definition.  Assonance: the repetition of identical or similar vowel sounds in neighboring words.  Consonance: the repetition of consonant sounds at the beginning of words.

 Poetry is meant to be read aloud. Poets are masters of language who delight in the sense and the music of language.  When reading poetry, always be aware of the vocabulary, diction, and punctuation.

 Read the poem by Robert Frost called “Stopping by Woods on a Snowy Evening” on page 250.  Highlight the punctuation within the poem and the literary devices being used by the author.  Complete the worksheet based on the literary (sound) devices used in the poem.

 Each group will be assigned a poem to read and analyze.  “Maggie and Milly” on page 252  “Mother to Son” on page 253  “Haikus” on page 254  “It Happened in Montgomery” on page 255

 Each group will be assigned a poem to read and analyze using the provided worksheet.  “Maggie and Milly” on page 252  “Mother to Son” on page 253  “Haikus” on page 254  “It Happened in Montgomery” on page