1. Lesson 4.1

2.  Today in class, I will…  Preview the main ideas and vocabulary for Unit 4.  Identify something you know, something you are unsure about, and something you don’t know.  Identify and discuss types of poetry.

3.  Use the Think-Pair-Share strategy to answer the essential questions.  How do writers and speakers use language for effect?  How do performers communicate to and audience?

4.  Individually, skim and scan Unit 4 on pages 245-332. What topics do you already know about, unsure about, and don’t know anything about in Unit 4?  Each student will receive three post-its. Title the post-its: Know, Unsure, Don’t Know and place them on the correct spot on the poster.

5.  Under vocabulary tab in your binder place your word wall handout, and write the following definition.  Persona: the voice or character speaking or narrating a story.  Example: Ponyboy Curtis (The Outsiders)

6.  Why should we bother to read poetry?  Poetry has the power to alter the way we see the world. It can have a powerful effect on your emotions and inspire or motivate you. Poetry sharpens your awareness of life and deepens your response to it.

7.  Why should we bother to write poetry?  Poetry allows us to express our thoughts and feelings. It can allow you to tell a story, raise awareness for an important issue or cause, and encourage you to use your imagination.

9.  The origins of poetry are deeply entwined with music. Poetry alone can have a musical effect by using:  Rhythm/Meter  Rhyme  Alliteration  Assonance/Consonance  Onomatopoeia

10.  Poetry structures refer to the types of poems.  Limerick  Sonnet  Narrative Poem  Free Verse

11.  Limerick: a humorous verse of three long and two short lines rhyming aa bb a.  Example: There was an old man with a beard. Who said, “It’s just how I feared! Two owls and a hen Four larks and a wren Have all built their nests in my beard.”

12.  Sonnet: a poem of 14 lines usually written in iambic pentameter.  Iambic Pentameter: Ten syllables in each line with five pairs of alternating unstressed and stressed syllables.  Rhythm: ba-BUM/ba-BUM/ba-BUM/ ba-BUM/ba-BUM 

13.  Sonnet: a poem of 14 lines usually written in iambic pentameter.  Example: 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:

14.  Narrative Poem: a poem that tells a story and/or has a plot.  Example: 'Tis eight o'clock,—a clear March night, The moon is up,—the sky is blue, The owlet, in the moonlight air, Shouts from nobody knows where; He lengthens out his lonely shout, Halloo! halloo! a long halloo!

15.  Free Verse: poetry that has no regular rhythm or rhyme scheme.  Example: The fog comes on little cat feet. It sits looking over harbor and city on silent haunches and then moves on.

16.  Forms of poetry are the building blocks that make up a poem.  Stanza  Simile/Metaphor  Personification  Imagery  Rhyme Scheme

17.  A stanza, also known as a verse is a group of lines forming the basic meter in a poem. It is like a paragraph in poetry.  Literary devices, such as similes, metaphors, personification, and imagery are specific techniques authors use to express ideas.  Rhyme scheme refers to the ordered pattern of rhymes at the ends of the lines of a poem.

18.  Follow the directions on the provided worksheet to create a “I Am” Poem.  Think about your hope, dreams, worries, as well as how you use your senses everyday to complete the sentence starters given for each line.