Presentation on theme: "Lindsey Aylor Students will understand how American Poetry reflects traditional and contemporary themes. Students will understand that an author’s context."— Presentation transcript:
Students will understand how American Poetry reflects traditional and contemporary themes. Students will understand that an author’s context and language structure conveys their meaning. Students will know how to analyze an author’s context and language to understand the author’s point of view. Students will know the vocabulary needed to analyze the poems of Shel Silverstein.
Students will be able to define the terms needed to analyze the works of Shel Silverstein. Students will be able to analyze the works of Shel Silverstein at a deeper cognitive level. Students will be able to discuss the works of Shel Silverstein at a deeper level through their independent analyzing of the text.
The context of this lesson is for the vocabulary acquisition in order to prepare students to analyze future poems in class. The retention of these vocabulary terms will help students excel in the classroom and in future classes. This lesson will revolve around students completing the vocabulary acquisition sheets and collaboratively teaching the other students the words in order to help with word retention.
Vocabulary Acquisition Vocabulary pretest: to test prior knowledge Discuss student answers: creative spellings, interpreted meanings Vocabulary PowerPoint with key vocabulary (introduce key concepts) Give each group one or two vocabulary words to fill out on the break down sheet, then they must teach the class those words (pg. 223 in instruction) Students will write sentences using the vocabulary words. Students read over several pieces of poetry and highlight where the vocabulary term techniques are used.
Class discussion about how the vocabulary terms were used to convey the meaning of the poem. Assessment Formative Assessment: student created vocabulary sentences, vocabulary worksheet, poetry annotation Summative assessment: Vocabulary test on Friday I have included my slides for in class display.
Alliteration - Repetition of initial consonant sounds Allusion: - A reference to a well-known person, place, event, literary work, or work of art. Ballad: - A song-like poem that tells a story Blank Verse: - Poetry written in unrhymed, ten syllable lines
Image: - A word or phrase the appeals to one or more of the five senses Metaphor: - A figure of speech in which something is described as though it were something else. Mood: - The feeling created in the reader by a literary work.
Rhyme: -Repetition of sounds at the end of words Rhyme Scheme: - A regular pattern of rhyming words in a poem. Rhythm: - Pattern of beats or stresses in spoken or written language
The context of this lesson is to give students a deeper understanding of the authors life. It will also show students how an author’s life can have an impact on their writing. the reading of Silverstein’s work allows students to look into the deeper meanings of poems and understand that there is more to a poem than just the superficial language.
Direct instruction State lesson objectives (write on board) Hook: short video on the biography of Shel Silverstein Short lecture to continue the biography of Shel Silverstein Class discussion based on notes taken during video and lecture and I will answer questions Listen to reading of poems, students take notes about the reading and important key language used during the poems. Read poems aloud as a class, discuss each poem after it is read, looking for uses of the vocabulary words and the overall meanings.
Students will analyze and highlight the uses of the vocabulary terms they learned in the previous lesson. Students will then divide into groups; each will get a poem, then they will discuss and write a sheet of notes to be turned in for a participation grade. Students complete exit slip with review questions about Silverstein, his poems, and vocab questions. Assessments Formative assessments: collection of group notes, discussion, exit slip Summative assessment: quiz on content of poems discussed in class, unit test at the end of the week.
The context of this lesson is to allow students to read and article and understand its real life connotations. It is also meant for students to express their ideas about the question, why is poetry important to everyday life? This allows students to see that the lessons they learn in the classroom have real life applications.
Socratic Seminar Arrange desks into a circle (better arrangement for conversation) Allow students time to read article Discussion of article why is poetry so important? Why is poetry needed in everyday life? Discussion of Silverstein poems and how they apply to the article How can poetry be made more important to people’s everyday life?
Review major points of article and main themes of Silverstien’s poems Have students fill out self/peer evaluations to assess how the discussion went Assessments Formative assessments: notes from seminar, tally of students who participate peer evaluations Summative assessments: part of discussion will be on the unit test on Friday.
How does “Don’t Tell Me” by Shel Silverstein use the poetic devices discussed in class and how does his use of language change your interpretation of the subject of the poem. Prompt 2 How can this poem be used to demonstrate the poetry is important to everyday life?
What are shel silverstein’s three famous books? 1. 2. 3. What is the definition of Alliteration? What is the message of “The Poet’s Tree”?