Grade 10 English (ENG2D) – Unit 3 Introduction to Poetry A

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Grade 10 English (ENG2D) – Unit 3 Introduction to Poetry
A. Radjenovic
Lesson Plan 6: The Power of Poems
MINISTRY EXPECTATIONS:
Strand: 2. Oral Communication
Overall: 2. Speaking to Communicate: Use speaking skills and strategies appropriately to communicate with
different audiences for a variety of purposes.
Specific: 2.3 Clarity and Coherence: Communicate in a clear, coherent manner, using a structure and style
appropriate to the purpose, subject matter, and intended audience.
Specific 2.4 Diction and Devices: Use appropriate words, phrases, and terminology, and several different stylistic
devices, to communicate their meaning and engage their intended audience.
Strand: 4. Media Studies
Overall: 4. Reflecting on Skills and Strategies: Reflect on and identify their strengths as media interpreters and
creators, areas for improvement, and the strategies they found most helpful in understanding and creating media
texts.
Specific: 4.2 Interconnected Skills: Identify a variety of their skills in listening, speaking, reading, and writing and
explain how the skills help them interpret and produce media texts (e.g., the ability to understand how rhyme and
symbols enhance meaning in a poem).
ENDURING UNDERSTANDING ADDRESSED:
1. Poetry is a powerful art form.
2. There are a variety of poetic devices that impact meaning and interpretation such as: poetic devices, song
lyrics, pitch, pace, volume, language and form.
ESSENTIAL QUESTION(S) ADDRESSED:
1. Why is poetry a powerful art form?
2. How do poems impact ones interpretation of its meaning?
KNOWLEDGE :
1. Understanding the definition of the poetic
devices.
2. Understanding the multiplicity of poetic
devices and how they impact poetry and
the written word.
3. Computer and information technology
knowledge on how to conduct research.
SKILLS:
1. Understand how to read and interpret poetic devices
in poetry.
2. Communicate through listening, speaking and
presenting.
3. Various computer and information technology skills.
4. Understand how to identify poetic devices in poetry.
DIFFERENTIATED INSTRUCTION:
(Content/Product/Process/Environment)
1) Readiness – What is the student’s current skill level and knowledge of the topic? 2) Interest 3) Learning
Profile/Style
Readiness
1. Students will have the readiness and prior knowledge of grade 9 English and the ability to work both
independently and in groups to fulfil the learning goals and objectives of our unit plan.
2. The teacher will distribute an exit card (Appendix 6.1) to observe whether the students are ready to discover their
own poetic voice and subjectivity. This exit card will serve as a diagnostic tool to check for readiness and
understanding.
3. This exit card should also spark some thought interest, motivation and anticipation for this lesson on poetry as
well as their final culminating activity project.
Interest:
Grade 10 English (ENG2D) – Unit 3 Introduction to Poetry
A. Radjenovic
1. The teacher will assess the students’ readiness to learn about poetic devices by handing out an exit card the day
before this plan.
2. This exit card will help the teacher determine the readiness and interest of the students to introduce the new
concept of poetic devices as well as serve as a check for understanding.
3. This exit card should also spark some thought and anticipation for the lesson on poetic devices.
4. The teacher will tell the students they will be able to explore their own interests in poetry by engaging with the
text.
Learning Profile/Style:
1. The different components of a student’s learning profile will be based on their multiple intelligences which
would have been assessed in a prior unit.
2. The different learning environments such as the classroom and computer lab contribute to the diversity of
students’ in the classroom.
Content:
1. The understanding of poetic devices will help students improve their writing skills to be more effective and
powerful.
2. The rules of poetry will improve how students interpret, read and evaluate poetry and whether it is effective,
meaningful and powerful.
3. The students will have the opportunity to choose 4 poetic devices from a large list which will add differentiated
learning through content as well as during their presentation.
Product:
1. This lesson will incorporate product differentiation because each students will have the opportunity to choose 4
poetic devices out of a list of 30.
2. There final product is the presentation in which the students can choose to present on no more than 4 different
poems to satisfy their 4 poetic devices.
Process:
1. The students will engage in meta-cognition and self-review to edit and contribute to their presentations.
2. They will select 4 different poems from the list provided to engage with the content of poetic devices.
3. They will use intra- and interpersonal skills as well as self-reflection to interpret poetry to assess its power and
impact on the reader.
Environment:
1. The students’ learning environment will be differentiated because they must work as a group as well as
independently to complete the Poetic Device Assignment.
2. The content material is taught both independently and collectively in class.
3. The teacher will ensure that there is enough safe room for the students to move around the classroom. Physically
impaired students will have the opportunity to contribute to any activity at their desk. Second, the computer lab will
be accessible to all and the students will have plenty of in-class to complete their presentation keeping in mind that
not every student has access to a computer at home.
ASSESSMENT TOOLS/ STRATEGIES USED:
1.
2.
3.
4.
(AforL, AasL, AofL)
Exit Card to assess prior knowledge of poetic devices – Assessment for Learning as a diagnostic tool
Cloze Activity and brainstorming – Assessment for Learning as a diagnostic tool
Poetic Device Assignment Presentation – Assessment as Learning
Exit Card – Assessment for Learning
LEARNING GOALS:
1. Apply understanding and comprehension of poetic devices to pieces of written work such as poems.
2. Analyze a poets literary elements to enhance their meaning and purpose.
MATERIALS/RESOURCES/PRE-PLANNING:
1. Print Appendix 1 – Exit Card to assess
AGENDA:
1. Welcome students to class
Grade 10 English (ENG2D) – Unit 3 Introduction to Poetry
prior knowledge of poetic devices.
2. Print the cloze activity handout prior to
the lesson.
3. Chalk and a blackboard.
4. Book media and computer equipment
for the class to play the song for the
Minds On Activity.
5. Book the computer lab during the class
time.
6. Make sure there are accessible
translation dictionaries in the classroom
to accommodate ELL learners
7. Make sure the desks are arranged to
allow a safe space for any disadvantaged
student.
A. Radjenovic
2. Cloze activity (Minds On)
3. Computer Lab
4. Introduction to Poetic Device Presentation
Assignment due on Friday
5. Exit Card
Learning Goals:
1. Understand and comprehend different poetic device in
poems.
2. Learn to identify poetic devices in poems and their
impact on its meaning.
MINDS ON: Time allocated? 20 minutes
1. Before the class begins, the teacher will write the agenda and learning goals on the board.
2. The class will participate in a cloze activity. The teacher will distribute a hand out with song lyrics in which
a few words will be removed (Appendix 6.2).
3. The students will be asked to first listen to the song before they engage in filling in the blanks.
4. After the students complete filling in the cloze activity, as a class we will debrief the activity and its
purpose.
5. The teacher will prompt the class to participate in a class brain storming activity in which the teacher will
write the student responses on the board and will ask all the students to take notes.
6. The prompt questions will include: what words or phrases are important and why? What is unique about
this song? What stands out?
7. The teacher will provide sufficient wait time for students to ponder their responses before they contribute
their findings.
8. The teacher will allow students to volunteer and/or choose students to express their ideas.
9. This activity will enable students to access their prior knowledge through the visual illustration on the board
as well as strengthen their summarizing and note taking skills.
10. After we brainstorm on the blackboard, the class will debrief the responses to illustrate any similarities and
differences and introduce students to the power of poetry and poetic devices.
11. The teacher will provide feedback, recall, interpret, discuss and summarize the mind map and the concepts
that are written on the board.
12. The teacher will ask the students if they like to verbally or linguistically elaborate or expand on ideas or
introduce new ones.
13. The teacher will also ask all the students if they have any questions or concerns regarding the topic before
the teacher moves onto the Action portion of the lesson plan.
ACTION: Time allocated? 50 minutes
1. The action portion of this lesson requires the students to work in the computer lab at the school.
2. The teacher will bring the class to the computer lab and distribute the handout for the poetry device
assignment to every student (Appendix 6.3).
3. The students will have the opportunity to work on and complete their presentations in the computer lab.
4. The teacher will inform the students that all the presentations will occur on Friday and that each
presentation should be no longer than 10 minutes.
5. The students will be reminded to use computer lab time as this will be their only in-class computer time.
6. The teacher will assist any student with locating and researching a poem that contains their poetic device.
7. The students are encouraged to work together to complete their presentation and responsibilities.
CONSOLIDATION: Time allocated? 5 minutes
1. The teacher will ask the students to complete an exit card.
Grade 10 English (ENG2D) – Unit 3 Introduction to Poetry
A. Radjenovic
2. The exit card will help students consolidate and connect their knowledge from their research and
assignment activity (Appendix 6.4).
3. The teacher will prompt the students with this question: What three concerns and/or further questions do I
have regarding the Poetic Device Assignment?
4. Each exit card will be differentiated to allow students to choose which one they would like to complete
including visual/spatial elements or verbal/linguistic elements.
5. The first exit card will require students to answer the above question with three answers which will scaffold
their understanding by allowing time for reflection and consolidation.
6. The second exit card option will ask students to fill in four boxes which include one idea they found most
useful, one question they have regarding the Poetic Device Assignment, one concern they have regarding
the Poetic Device Assignment and one idea they found interesting regarding a poetic device.
7. The teacher will instruct the students to write their names and complete only one exit card and submit up
upon their exit.
8. The teacher will use these exit cards as a diagnostic tool to assess the effectiveness of the lesson and any
further steps that need to be taken.
ACCOMMODATIONS & MODIFICATIONS: E.g. IEP, ELL
1. The cloze activity will be modified to accommodate English Language Learners by removing fewer words
in the cloze activity and playing the song three times for students have the opportunity to engage with the
song and write down the words.
2. During the brainstorming activity, the students’ response will be written down on the black board to ensure
visual representation of verbal contributions.
3. During the computer lab time, assist students who do not have the knowledge to conduct research for their
poetic device and poem.
REFLECTION:
SOURCES:
Grade 10 English (ENG2D) – Unit 3 Introduction to Poetry
A. Radjenovic
Bennett, Barrie and Rolheiser, Carol (2001) Beyond Monet: The artful science of instructional integration. Toronto,
Bookation.
Berezowski, Kenna, et al. (2004). Instructional Strategies Online. http://olc.spsd.sk.ca/de/pd/instr/categ.html
Lipton, L. and B. Wellman. (2006). Pathways to Understanding: Patterns and Practices in the Learning-Focused
Classroom. 3rd Edition. Sherman, CT: MiraVia LLC, 43.
Silva, Gayle. (2011). Unfolding; Revision Checklist. Retrieved October 19, 2011, from
http://gaylesliva.blogspot.com/2011/02/revision-checklist.html.
Appendices:
Appendix 6.1 – Exit Care
Grade 10 English (ENG2D) – Unit 3 Introduction to Poetry
A. Radjenovic
Appendix 6.2 –Cloze Activity
Appendix 6.3 –Poetic Device Assignment
Appendix 6.4 –Exit Card
APPENDICES:
Appendix 6.1: Exit Card: to assess prior knowledge of poetic devices.
1. Students will complete this exit card to reflect on some ideas that will be covered in our next unit of poetry.
1. What are your thoughts regarding poetry and poetic devices such as similes, metaphors or imagery?
______________________________________________________________________________________________
______________________________________________________________________________________________
2. How can these and other poetic devices be used to improve poetry to make it more powerful to the reader?
______________________________________________________________________________________________
______________________________________________________________________________________________
Appendix 6.2: Cloze Activity
Name: _____________________________
Grade 10 English (ENG2D) – Unit 3 Introduction to Poetry
Across the Universe
The Beatles
Words are ______________ out like
Endless _________ into a paper cup
They slither wildly as they slip away across the ______________.
Pools of ______________ waves of joy
Are ____________ through my opened mind
Possessing and _____________ me.
Jai Guru Deva. Om
Nothing's _________ change my world
Nothing's gonna __________ my world
Nothing's gonna change my _________
____________ gonna change my world
___________ of broken light, which
___________ before me like a million eyes,
They call me on and on __________ the universe.
Thoughts meander like a
Restless ________ inside a letter box
They _________ blindly as they make their way across the universe.
Jai Guru Deva. Om
___________ gonna change my world
Nothing's ________ change my world
Nothing's gonna _________ my world
Nothing's gonna change my ________
Sounds of ____________, shades of life
Are __________ through my opened ears
Inciting and ____________ me.
_________undying love, which
Shines around me like a ___________suns,
It calls me on and on _________ the universe
Jai Guru Deva.
Jai Guru Deva.
Jai Guru Deva.
Nothing's _________ change my world
Nothing's gonna __________ my world
Nothing's gonna change my _________
____________ gonna change my world
Appendix 6.2: Answer Key
A. Radjenovic
Grade 10 English (ENG2D) – Unit 3 Introduction to Poetry
Across the Universe
The Beatles
Words are flowing out like
Endless rain into a paper cup
They slither wildly as they slip away across the universe.
Pools of sorrow waves of joy
Are drifting through my opened mind
Possessing and caressing me.
Jai Guru Deva. Om
Nothing's gonna change my world
Nothing's gonna change my world
Nothing's gonna change my world
Nothing's gonna change my world
Images of broken light, which
Dance before me like a million eyes,
They call me on and on across the universe.
Thoughts meander like a
Restless wind inside a letter box
They tumble blindly as they make their way across the universe.
Jai Guru Deva. Om
Nothing's gonna change my world
Nothing's gonna change my world
Nothing's gonna change my world
Nothing's gonna change my world
Sounds of laughter, shades of life
Are ringing through my opened ears
Inciting and inviting me.
Limitless undying love, which
Shines around me like a million suns,
It calls me on and on across the universe
Jai Guru Deva.
Jai Guru Deva.
Jai Guru Deva.
Nothing's gonna change my world
Nothing's gonna change my world
Nothing's gonna change my world
Nothing's gonna change my world
Appendix 6.3: Poetry Device Assignment
A. Radjenovic
Grade 10 English (ENG2D) – Unit 3 Introduction to Poetry
A. Radjenovic
Due Date: Friday’s Class during the Second Week of the Poetry Unit
1. Engage in some computer and internet research regarding the variety of poetic devices.
2. You will be working in groups of 4. Your group will choose 4 poetic devices from the list below. Each group
must have a different poetic devices.
3. This assignment will require you to work with your group members and present a poem that contains your
groups poetic devices. Please note, you may use up to four different poems to demonstrate how your poetic
device is practiced in the poem.
4. As a group, you will first present and read your poem to the class.
5. Second, you will:
(A) Explain the significance of the poetic devices and how they make the poem powerful and meaningful?
Note: Each presentation should be no longer than 10 minutes.
Poetic Devices
1. simile
2. metaphor
3. allusion
4. imagery
5. personification
6. symbol
7. enjambment
8. caesura
9. onomatopoeia
10. alliteration
11. rhyme
12. repetition
13. analogy
14. hyperbole
15. contrast
16. paradox
17. irony
18. oxymoron
19. pun
20. echo
21. assonance
22. meter
23. cliché
24. euphony
25. idiom
26. juxtaposition
27. understatement
28. trope
29. tone
30. allegory
Grade 10 English (ENG2D) – Unit 3 Introduction to Poetry
A. Radjenovic
Appendix 6.4: Exit Card:
Student Instructions:
1. Students will complete one exit card to reflect, consolidate and connect the ideas and concepts you have learned
in class.
Option 1:
What three concerns and/or further questions do I have regarding the Poetic Device Assignment?
1._____________________________________________________________________________________________
______________________________________________________________________________________________
2._____________________________________________________________________________________________
______________________________________________________________________________________________
3._____________________________________________________________________________________________
______________________________________________________________________________________________
Option 2:
One idea you found most useful?
One question you have regarding the Poetic Device
Assignment?
One concern they have regarding the Poetic Device
Assignment?
One idea they found interesting regarding a poetic
device?
Grade 10 English (ENG2D) – Unit 3 Introduction to Poetry
A. Radjenovic
Lesson Plan 7: Different Interpretations of Poems
MINISTRY EXPECTATIONS:
Strand: Oral Communication
Overall: 2. Speaking to Communicate: Use speaking skills and strategies appropriately to communicate with
different audiences for a variety of purposes.
Specific: 2.4 Diction and Devices: Use appropriate words, phrases, and terminology, and several different stylistic
devices, to communicate their meaning and engage their intended audience.
Strand: Oral Communication
Overall: 3. Reflecting on Skills and Strategies: reflect on and identify their strengths as listeners and speakers,
areas for improvement, and the strategies they found most helpful in oral communication situations.
Specific: 3.2. Identify a variety of their skills in viewing, representing, reading and writing how the skills help them
improve their oral communication skills.
Strand: Reading and literature Studies
Overall: 2. Understanding Form and Style: Recognize a variety of text forms, text features, and stylistic elements
and demonstrate understanding of how they help communicate meaning.
Specific: 2.1 Text Forms: Identify a variety of characteristics of literary informational, and graphic text forms and
example how they help communicate meaning (e.g., explain the function of rhyme in a sonnet).
ENDURING UNDERSTANDING ADDRESSED:
1. Poetry is a powerful art form.
2. Understanding the influence of image poetry to stimulate our perceptions of poetic devices.
3. Poetry is subjective and open to interpretation.
ESSENTIAL QUESTION(S) ADDRESSED:
1. Why does poetry illicit different interpretations and meaning?
2. Why are some poetic devices more powerful in shaping tone and purpose of the poem?
KNOWLEDGE :
1. Understanding the definition of the poetic
devices.
2. Computer and information technology
knowledge on how to conduct research
3. Students will increase their repertoire of
poetic devices
SKILLS:
1. Understand how to interpret poetic devices and their
meanings.
2. Communicate through listening, speaking and
presenting.
3. Understand how to identify poetic devices in poetry.
4. Explain the impact of poetic devices in poetry.
DIFFERENTIATED INSTRUCTION:
(Content/Product/Process/Environment)
1) Readiness – What is the student’s current skill level and knowledge of the topic? 2) Interest 3) Learning
Profile/Style
Readiness:
1. The teacher can assess through anecdotal comments and observation whether the students are interested in the
activity from the Minds On brainstorm of poems. The level of participation and engagement will indicate how
interested and ready the students are to participate in this lesson.
2. The students will be participating in understanding the interpretation of two poems, one from Andrew Marvell,
entitled To His Coy Mistress and the second verse is entitled The Gallery. Through observation and anecdotal
comments, the teacher can assess whether the students are ready to continue on with the lesson.
Interest:
Grade 10 English (ENG2D) – Unit 3 Introduction to Poetry
A. Radjenovic
1. Through observation and anecdotal comments, the teacher can assess whether the students are interested to
continue on with the lesson.
2. The teacher will provide a variety of poetic devices for students to choose so they remain motivated and
interested to work collaboratively.
Learning Profile/Style:
1. The different components of a student’s learning profile will be based on their multiple intelligences which
would have been assessed in a prior unit.
2. The different learning environments such as individual and group work will support the diversity of student
success.
Content:
1. The understanding of poetic devices will help students improve their poetry writing to be more effective and
powerful.
2. The students will have the opportunity to choose 4 poetic devices from a large list which will add differentiated
learning through content as well as during their presentation.
Product:
1. After the close reading, the students will work in groups to collaborate and consolidate their ideas and thoughts
regarding Shakespeare’s Sonnet 130.
2. Each group will present how four poetic devices including: metaphor, simile, hyperbole and imagery were
powerful and meaningful to the overall purpose and theme of the poem.
3. Each presentation will be differentiated based on the knowledge and skill of each student.
Process:
1. The process is differentiated because the students will identify a variety of poetic devices in different poems.
2. The students will be using a graphic organizer to process and problematize their interpretations of the poems.
3. The process if differentiated because students will engage in both meta-cognition and self-review as well as peer
review methods to collaborate on their group presentations.
Environment:
1. The students’ learning environment will be differentiated because they must work as a group as well as
independently if the group decides that is the best method to complete the Poetic Device Assignment.
2. The content material is taught both independently and collectively in class.
ASSESSMENT TOOLS/ STRATEGIES USED:
1.
2.
3.
4.
(AforL, AasL, AofL)
Graphic Organizer – Minds On Activity – Assessment for and as Learning
Close Reading – Assessment as Learning
Group Collaboration – Assessment as Learning
Participation and Engagement in lesson – Assessment as Learning
LEARNING GOALS:
1. Apply understanding and comprehension of poetic devices to pieces of written work such as poems.
2. Analyze a poets literary elements to understand how poetry is a powerful art form.
3. Understanding the influence of poetry and the subjective nature of its interpretation.
MATERIALS/RESOURCES/PRE-PLANNING:
AGENDA:
1. Print out graphic organizer for lesson.
1. Welcome students to class
2. Print out of Shakespeare’s Sonnet 130 for
2. Minds On-What does this verse mean?
the class.
3. Close Reading
3. Chart paper and markers for groups.
4. Group Activity and Presentation: What poetic device
4. Chalk and chalkboard.
is that?
5. Short Burst of Writing
5. Make sure there are accessible translation
Learning Goals:
Grade 10 English (ENG2D) – Unit 3 Introduction to Poetry
dictionaries in the classroom to
accommodate ELL learners.
6. Make sure the desks are arranged to allow
a safe space for any disadvantaged student.
A. Radjenovic
1. Understand how poetry is a powerful art form.
2. Understand how poetic devices are persuasive and
subjective.
MINDS ON: Time allocated? 15 minutes
1. Before the class begins, the teacher will write the agenda and learning goals on the board.
2. The teacher will hand out a graphic organizer for the Minds On – Hook Activity (Appendix 7.1).
3. The teacher will then hold up and read two different verses from various poems which illustrate metaphor,
simile, hyperbole and imagery.
4. The two verses will be from Andrew Marvell, one verse will be from To His Coy Mistress and the second
verse will be from The Gallery (Appendix 7.2).
5. Only one verse per poem will be read aloud.
6. After the teacher reads the verse, the students will have ample time to fill in their graphic organizer
pertaining to the appropriate verse.
7. The teacher will allow ample wait time for students to fill in their organizers.
8. After the students complete filling in the graphic organizer, as a class we will debrief the activity and its
purpose.
9. The teacher will prompt the class to participate in a class brain storming activity in which the teacher will
write the student responses on the board and will ask all the students to take notes.
10. The prompt questions will include: “How do these poetic devices enhance our interpretation of poetry? Are
they powerful?
11. The teacher will provide sufficient wait time for students to ponder their responses before they contribute
their findings.
12. The teacher will allow students to volunteer and/or choose students to express their ideas.
13. This activity will enable students to access their prior knowledge through the visual illustration on the board
as well as strengthen their summarizing and note taking skills.
14. After we brainstorm on the blackboard, as a class we will debrief the responses to illustrate any similarities
and differences and introduce students to the poetic devices of a metaphor, simile, hyperbole and imagery.
15. The teacher will provide feedback, recall, interpret, discuss and summarize the mind map and the concepts
that are written on the board.
16. The teacher will ask the students if they like to verbally or linguistically elaborate or expand on ideas or
introduce new ones.
17. The teacher will also ask all the students if they have any questions or concerns regarding the topic before
the teacher moves onto the Action portion of the lesson plan.
ACTION: Time allocated? 50 minutes
1. The first part of the action will require students to participate in a close reading independently of
Shakespeare’s Sonnet 130 (Appendix 7.3).
2. The teacher will instruct the students to take 10 minutes and read through the poem independently. The
second time the students are to read through it, they will be required to circle, highlight or underline key
words and phrases that represent the following four poetic devices that were discussed during the Minds On
activity which include: metaphor, simile, hyperbole and imagery.
3. After 10 minutes, the teacher will number off the students into five groups.
4. Each group will receive chart paper and markers and will be assigned the task to collaborate their close
readings and consolidate their ideas and thoughts regarding Shakespeare’s Sonnet 130.
5. Each group will have to identity the following four poetic devices metaphor, simile, hyperbole and imagery
and illustrate how they are powerful and meaningful to the overall purpose and theme of the poem.
6. After 20 minutes of working and collaborating in the group, each group will have the opportunity to present
their findings and interpretations of the poem.
7. Before the presentations begin, the teacher will read the poem aloud to the class to prompt their thinking.
8. Either a group will volunteer to present first or the teacher will call upon a group.
9. The group presentations should be no longer than 5 minutes.
10. After each group presents, the teacher will ask for additional comments or interpretations of the poem.
Identify how the poetic devices are used and how they are important and relevant to the purpose.
Grade 10 English (ENG2D) – Unit 3 Introduction to Poetry
A. Radjenovic
CONSOLIDATION: Time allocated? 10 minutes
1. To consolidate the lesson, the teacher will review the definition and provide an example of the four poetic
devices learned in this lesson which includes: metaphor, simile, hyperbole and imagery.
2. After the review period the teacher will ask the students if they have any lingering questions or concerns
regarding the poetic devices.
3. The students will have to complete a short burst of writing before leaving the class (Appendix 7.4) with the
following prompt: how do poetic devices impact meaning and interpretation?
4. Once the students submit their short burst of writing the teacher will remind them of their presentations on
Friday.
ACCOMMODATIONS & MODIFICATIONS: E.g. IEP, ELL
1. The close reading poem will be printed in larger print to accommodate students.
2. To modify the close reading and short burst of writing, the students may be able to take more time to
complete this consolidation activity.
3. Students may contribute to their presentation via chart paper but, may choose to not participate in speaking
during the presentation.
REFLECTION:
Sources:
EDUGains. (2012). Student Success. http://www.edugains.ca/newsite/di2/aboutgains.html
Grade 10 English (ENG2D) – Unit 3 Introduction to Poetry
A. Radjenovic
Gregory, H. Gayle and Carolyn M. Chapman. (2001). Differentiated Instructional Strategies: One Size Doesn't Fit
All. California: Corwin Press.
Jokinen, Anniina. (1999). The Gallery By: Andrew Marvell.
http://www.luminarium.org/sevenlit/marvell/gallery.htm
Jokinen, Anniina. (1999). To His Coy Mistress By: Andrew Marvell.
http://www.luminarium.org/sevenlit/marvell/coy.htm
Lipton, L. and B. Wellman. (2006). Pathways to Understanding: Patterns and Practices in the Learning-Focused
Classroom. 3rd Edition. Sherman, CT: MiraVia LLC, 43.
Mabillard, Amanda. (2010). Sonnet 130, Shakespeare. http://www.shakespeare-online.com/sonnets/130.html.
Appendices:
Appendix 7.1 – Graphic Organizer
Appendix 7.2 –Andrew Marvell poems
Appendix 7.3 –Shakespeare Sonnet 130
Grade 10 English (ENG2D) – Unit 3 Introduction to Poetry
A. Radjenovic
Appendix 7.4 –Short Burst of Writing
APPENDICES: Appendix 7.1 – Graphic Organizer for Minds On Activity
Verse One
Verse Two
What are your initial thoughts?
What are your initial thoughts?
Is this verse powerful? Why or Why not?
Is this verse powerful? Why or Why not?
What poetic device is used in this poetic verse?
What poetic device is used in this poetic verse?
Appendix 7.2: Verse Selection By: Andrew Marvell
1. To His Coy Mistress
Grade 10 English (ENG2D) – Unit 3 Introduction to Poetry
“Now therefore, while the youthful hue
Sits on thy skin like morning dew,
And while thy willing soul transpires
At every pore with instant fires,
Now let us sport us while we may;
And now, like am'rous birds of prey,
Rather at once our time devour,
Than languish in his slow-chapp'd power.”
2. The Gallery By: Andrew Marvell
“Clora come view my Soul, and tell
Whether I have contriv'd it well.
Now all its several lodgings lye
Compos'd into one Gallery;
And the great Arras-hangings, made
Of various Faces, by are laid;
That, for all furniture, you'l find
Only your Picture in my Mind.”
Appendix 7.3: Close Reading
Sonnet 130 By: William Shakesphere
A. Radjenovic
Grade 10 English (ENG2D) – Unit 3 Introduction to Poetry
“My mistress' eyes are nothing like the sun;
Coral is far more red than her lips' red;
If snow be white, why then her breasts are dun;
If hairs be wires, black wires grow on her head.
I have seen roses damask'd, red and white,
But no such roses see I in her cheeks;
And in some perfumes is there more delight
Than in the breath that from my mistress reeks.
I love to hear her speak, yet well I know
That music hath a far more pleasing sound;
I grant I never saw a goddess go;
My mistress, when she walks, treads on the ground:
And yet, by heaven, I think my love as rare
As any she belied with false compare.”
Appendix 7.4: Short Burst of Writing
A. Radjenovic
Grade 10 English (ENG2D) – Unit 3 Introduction to Poetry
Prompt: How do poetic devices impact meaning and interpretation?
______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
Lesson Plan 8: The Meaning of Poetry
MINISTRY EXPECTATIONS:
A. Radjenovic
Grade 10 English (ENG2D) – Unit 3 Introduction to Poetry
A. Radjenovic
Strand: Oral Communication
Overall: 2. Speaking to Communicate: Use speaking skills and strategies appropriately to communicate
with different audiences for a variety of purposes.
Specific: 2.4 Diction and Devices: Use appropriate words, phrases, and terminology, and several different stylistic
devices, to communicate their meaning and engage their intended audience.
Strand: Oral Communication
Overall: 3. Reflecting on Skills and Strategies: reflect on and identify their strengths as listeners and speakers,
areas for improvement, and the strategies they found most helpful in oral communication situations.
Specific: 3.2. Identify a variety of their skills in viewing, representing, reading and writing how the skills help them
improve their oral communication skills.
Strand: Reading and literature Studies
Overall: 2. Understanding Form and Style: Recognize a variety of text forms, text features, and stylistic elements
and demonstrate understanding of how they help communicate meaning.
Specific: 2.1 Text Forms: Identify a variety of characteristics of literary informational, and graphic text forms and
example how they help communicate meaning (e.g., explain the function of rhyme in a sonnet).
ENDURING UNDERSTANDING ADDRESSED:
1. Poetry is a powerful art form.
2. Understanding the influence of image poetry to stimulate our perceptions of poetic devices.
3. Poetry is subjective and open to interpretation
ESSENTIAL QUESTION(S) ADDRESSED:
1. How do poems illicit different interpretations and meaning?
KNOWLEDGE :
1. Understanding the definition of the poetic
devices.
2. Students will increase their repertoire of
poetic devices
3. Students will increase their awareness of
the subjectivity and interpretation of poetry
and poetic devices
SKILLS:
1. Understand how to interpret poetic devices and their
meanings
2. Communicate through listening and
speaking/presenting
3. Understand how to identify poetic devices in poetry
and how it impacts the meaning
DIFFERENTIATED INSTRUCTION:
(Content/Product/Process/Environment)
1) Readiness – What is the student’s current skill level and knowledge of the topic? 2) Interest 3) Learning
Profile/Style
Readiness:
1. The teacher will read the previous lessons’ short burst of writing regarding how poetic devices impact meaning
and interpretation? Through observation and anecdotal comments, the teacher can use this short burst of writing as a
diagnostic tool to assess whether the students are ready to continue with this lesson.
Interest:
1. The teacher can assess through anecdotal comments and observation whether the students are interested in the
activity from Scavenger Hunt. The level of participation and engagement will indicate how interested and ready the
students are to participate in this lesson. This activity will let the teacher know whether the students understand the
different poetic devices.
2. The interest of the students will depend upon how the scavenger hunt is arranged and organized around the room
to allow greater mobility and space for students to move around. This should encourage motivation and interest to
learn in different poetic devices which will help scaffold them toward the culminating activity.
Grade 10 English (ENG2D) – Unit 3 Introduction to Poetry
A. Radjenovic
Learning Profile/Style:
1. The different components of a student’s learning profile will be based on their multiple intelligences which
would have been assessed in a prior unit.
2. The different learning environments such as individual and group work will support the diversity of student
success.
Content:
1. The understanding of poetic devices will help students improve their poetry writing to be more effective and
powerful. When the students write a letter to the poet, this will help improve the students awareness of the
subjectivity and interpretation of poetry and poetic devices.
2. The students will have the opportunity to organize and develop their thoughts and opinions regarding the poem
before they write the poet a letter regarding their poem.
Product:
1. The students can choose from the variety of poems that were studied in class to answer the following three
questions: one, what are your initial thoughts? Two, is the poem powerful and effective with the poetic devices?
Why or why not? And lastly, what would you do differently, if you were to edit this poem?
2. Each students’ letter will be different depending on their readiness, interest and learning profile.
Process:
1. The process is differentiated because the students will identify a variety of poetic devices in different poems.
2. The process if differentiated because students will engage in both meta-cognition and self-review to articulate
their opinions regarding the use of poetic devices.
Environment:
1. The students’ learning environment will be differentiated because they will have the opportunity to move around
the classroom and examine different poetry and poetic devices, accommodations and modifications will be
available.
2. The content material is taught both independently and collectively in class and the teacher will be available for
assistance.
ASSESSMENT TOOLS/ STRATEGIES USED:
1.
2.
3.
4.
(AforL, AasL, AofL)
Scavenger Hunt – Minds On Activity – Assessment for and as Learning
Mind Map – Assessment for Learning
Letter to the Poet – Assessment for and as Learning
Burst of Writing – Assessment for and as Learning
LEARNING GOALS:
1. Explain the function and purpose of poetic devices in a poem.
2. Apply understanding and comprehension of poetic devices to pieces of written work such as poems.
3. Analyze a poets literary elements to understand how poetry is a powerful art form.
4. Understanding the influence of poetry and the subjective nature of its interpretation.
MATERIALS/RESOURCES/PRE-PLANNING:
AGENDA:
1. Print out poems, scavenger hunt, mind map
1. Welcome students to class
and the instructional handouts and the short
2. Minds On-Poetic Devices Scavenger Hunt
burst of writing for lesson.
3. Write a letter to a Poet
2. Make sure there are accessible translation
4. Exit Pass
dictionaries in the classroom to
accommodate ELL learners.
3. Make sure the desks are arranged to allow
a safe space for any disadvantaged student.
Learning Goals:
1. Understand the function and purpose of poetic devices
in a poem.
Grade 10 English (ENG2D) – Unit 3 Introduction to Poetry
A. Radjenovic
2. Understand the influence of poetry and the subjective
nature of its interpretation.
MINDS ON: (20 Minutes
1. Before the class begins, the teacher will write the agenda and learning goals on the board.
2. The students will be participating in a Scavenger Hunt (Appendix 8.1) which requires the students to find
the poem that best suits the poetic device listed on their handout. There will be 8 poems posted on the walls
around the room.
3. The teacher will distribute and read the instructions to the students before they begin this activity.
4. Once the students find all the poems, they will be asked to sit in their seats for a debrief of the activity. The
teacher will go through each poetic device and explain how it was illustrated in the poems.
ACTION: Time allocated? 50 minutes
1. The action portion of this lesson will require the students to write a positive letter to the poet. The students
can choose one of the poems that was studied in class.
2. The teacher will distribute a Mind Map (Appendix 8.2) and an instructional handout (Appendix 8.3) for the
students to organize their thoughts. They will be required to explain why and how the poet’s poetic devices
were most effective to create meaning in their poem. This activity will allow the students to reflect upon
their own interpretations, subjectivity and assumptions of the effectiveness of poetry and poetic devices.
3. The teacher will collect the letters at the end of the class for completion and this activity will serve as a
diagnostic tool to understand how different students interpret poetry and their level of concept attainment,
readiness, interest, knowledge, skill and understanding.
CONSOLIDATION: (5 Minutes)
1. The teacher will distribute a short burst of writing (Appendix 8.4). This activity will allow students to reflect
upon their own interpretations and subjectivity regarding poetry and the use of poetic devices. This activity will
allow students to self-reflect (meta-cognition) in order to assess and observe their gained knowledge.
2. The teacher will instruct the students to write down whatever comes to mind when they think of what they have
learned during this lesson.
ACCOMMODATIONS & MODIFICATIONS: E.g. IEP, ELLT
1. To accommodate the scavenger hunt, the teacher will make sure all the chairs are out of the way in order for
mobile movement around the room. If any student is physical incapable to move around the room, there will be
option to receive all the poems at their desk and then can go through each one and participate in the activity.
2. For ELL students, the poems will be in larger font and the students will have the opportunity to use a translation
dictionary, if need be.
3. The teacher will assist any ELL or IEP learners with the letter to the poet by giving them extra time, allowing
them to use a dictionary and/or allowing them to take their assignment home to work on it.
REFLECTION:
Sources:
Education World. (2011). Scavenger Hunt Lesson Strategies.
http://www.educationworld.com/a_lesson/archives/scavenger_hunt.shtml
Grade 10 English (ENG2D) – Unit 3 Introduction to Poetry
A. Radjenovic
Gregory, H. Gayle and Carolyn M. Chapman. (2001). Differentiated Instructional Strategies: One Size Doesn't Fit
All. California: Corwin Press.
Lipton, L. and B. Wellman. (2006). Pathways to Understanding: Patterns and Practices in the Learning-Focused
Classroom. 3rd Edition. Sherman, CT: MiraVia LLC, 43.
Morton, T. (1996). Cooperative Learning and Social Studies: Towards Excellence and Equity. San Clement, CT:
Kagan Cooperative Learning.
Appendices:
Appendix 8.1 – Scavenger Hunt
Appendix 8.2 –Mind Map
Appendix 8.3 –Instructional Handout
Appendix 8.4 –Short Burst of Writing
Grade 10 English (ENG2D) – Unit 3 Introduction to Poetry
A. Radjenovic
APPENDICES: Appendix 8.1: Poetic Devices Scavenger Hunt
Name:__________________
Instructions: Please fill in the chart below by naming the poem that corresponds to the appropriate poetic device. Once
you have found the poem, write the name of the poem in the box corresponding to the poetic device. Good Luck!
Poetic Device
Title of Corresponding Poem
Simile
Metaphor
Imagery
Personification
Repetition
Contrast
Irony
Onomatopoeia
Appendix 8.2 – Mind Map
Poem Title:
Poet:
Grade 10 English (ENG2D) – Unit 3 Introduction to Poetry
A. Radjenovic
What are your initial thoughts?
Is the poem powerful? Why or why not?
What is one poetic device and list an example?
Is it effective?
What advice would you give the poet to improve the
poem?
What would you do differently? Would you use the
same poetic device? Why or why not?
Appendix 8.3: Instructional Handout
Students: Please answer the following questions using one of the poems we studied in class.
Grade 10 English (ENG2D) – Unit 3 Introduction to Poetry
A. Radjenovic
1. What are your initial thoughts?
2. Is the poem powerful and effective with the poetic devices? Why or why not?
3. What would you do differently, if you were to edit this poem?
You will answer the questions by writing a letter to the poet. You can use the space provided and if you need more
space, please use the back of the page. You will be required to fill in the Mind Map before you begin the letter.
Appendix 8.4: Short Burst of Writing
Grade 10 English (ENG2D) – Unit 3 Introduction to Poetry
Prompt: How can poetic devices impact the power of a poem?
______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
Lesson Plan 9: The Function of Poems
A. Radjenovic
Grade 10 English (ENG2D) – Unit 3 Introduction to Poetry
A. Radjenovic
MINISTRY EXPECTATIONS:
Strand: Oral Communication
Overall: 2. Speaking to Communicate: use speaking skills and strategies appropriately to communicate
with different audiences for a variety of purposes.
Specific: 2.4 Diction and Devices: Use appropriate words, phrases, and terminology, and several different stylistic
devices, to communicate their meaning and engage their intended audience.
Strand: Oral Communication
Overall: 3. Reflecting on Skills and Strategies: reflect on and identify their strengths as listeners and speakers,
areas for improvement, and the strategies they found most helpful in oral communication situations.
Specific: 3.2. Identify a variety of their skills in viewing, representing, reading and writing how the skills help them
improve their oral communication skills.
Strand: Reading and literature Studies
Overall: 2. Understanding Form and Style: Recognize a variety of text forms, text features, and stylistic elements
and demonstrate understanding of how they help communicate meaning.
Specific: 2.1 Text Forms: Identify a variety of characteristics of literary informational, and graphic text forms and
example how they help communicate meaning (e.g., explain the function of rhyme in a sonnet).
ENDURING UNDERSTANDING ADDRESSED:
1. Poetry is a powerful art form.
2. Understanding the influence of image poetry to stimulate our perceptions of poetic devices.
3. Poetry is subjective and open to interpretation
ESSENTIAL QUESTION(S) ADDRESSED:
1. Why are some poetic devices more powerful in shaping the function of the poem?
KNOWLEDGE :
1. Understand the significance of the poetic
devices and how they make the poem
powerful and meaningful.
2. Understand the definition of the poetic
devices.
3. Students will increase their repertoire of
poetic devices.
SKILLS:
1. Understand how to interpret poetic devices and their
meanings.
2. Communicate through listening, speaking and
presenting.
3. Understand how to identify poetic devices in poetry.
4. Understand the different interpretations of poetry
using different poetic devices.
DIFFERENTIATED INSTRUCTION:
(Content/Product/Process/Environment)
1) Readiness – What is the student’s current skill level and knowledge of the topic? 2) Interest 3) Learning
Profile/Style
Readiness:
1. The teacher can observe and make anecdotal comments regarding how students question, examine and contribute
to the poetic interpretation worksheet.
2. The teacher will engage in a class discussion and allow students to express their thoughts and opinions regarding
the different interpretation and subjectivity of the poem from the original language.
Interest:
1. The teacher can assess through anecdotal comments and observation whether the students are interested in the
activity from the Minds On brainstorm of poems. The level of participation and engagement will indicate how
interested and ready the students are to participate in this lesson.
Learning Profile/Style:
1. The different components of a student’s learning profile will be based on their multiple intelligences which
Grade 10 English (ENG2D) – Unit 3 Introduction to Poetry
A. Radjenovic
would have been assessed in a prior unit.
2. The different learning environments such as individual and group work will support the diversity of student
success.
Content:
1. The understanding of poetic devices will help students improve their poetry writing to be more effective and
powerful.
2. When students are able to understand the importance of subjectivity and interpretation in poetry they can improve
their writing skills to be more critical and effective.
Product:
1. The Minds On activity will stimulate the students to think critically and assess the different interpretations of
poetry. Students will be able to assess and understand how poetry is subjective.
2. During the work period, the students will organize their presentations which will be differentiated based on
product, poem and poetic devices.
Process:
1. The process is differentiated because the students will identify a variety of poetic devices in different poems.
2. The process if differentiated because students will engage in both meta-cognition and self-review to articulate
their opinions regarding poetic interpretations and the nature of subjectivity.
Environment:
1. The students’ learning environment will be differentiated because they must work as a group as well as
independently to complete the Poetic Device Assignment.
2. The content material is taught both independently and collectively in class.
ASSESSMENT TOOLS/ STRATEGIES USED:
1.
5.
6.
7.
(AforL, AasL, AofL)
Graphic Organizer – Minds On Activity – Assessment for and as Learning
Close Reading – Assessment as Learning
Group Collaboration – Assessment as Learning
Participation and Engagement in lesson – Assessment as Learning
LEARNING GOALS:
1. Explain the function and purpose of poetic devices in a poem.
2. Understanding the significance of the poetic devices and how they make the poem powerful and
meaningful.
3. Apply understanding and comprehension of poetic devices to pieces of written work such as poems.
4. Analyze a poets literary elements to understand how poetry is a powerful art form.
5. Understanding the influence of poetry and the subjective nature of its interpretation.
MATERIALS/RESOURCES/PRE-PLANNING:
AGENDA:
1. Print out worksheet and exit cards for
1. Welcome students to class
lesson.
2. Minds On- Think-Pair-Share
2. Continue on next page.
3. In-Class work period for presentations
3. Make sure there are accessible translation
4. Exit Card
dictionaries in the classroom to
accommodate ELL learners.
4. Make sure the desks are arranged to allow
a safe space for any disadvantaged student.
Learning Goals:
1. Understanding the significance of the poetic devices
Grade 10 English (ENG2D) – Unit 3 Introduction to Poetry
A. Radjenovic
and how they make the poem powerful and meaningful
2. Understand the function and purpose of poetic devices
in a poem.
3. Understand the influence of poetry and the subjective
nature of its interpretation.
MINDS ON: (15 Minutes)
1. Before the class begins, the teacher will write the agenda and learning goals on the board.
2. The teacher will distribute an poetic interpretation worksheet (Appendix 9.1) that will require students to
question and examine how poetry is interpreted and subjective.
3. The teacher will ask the students to read through the worksheet before they begin.
4. After they independently read through the worksheet, they will be required to answer the questions on their
own before they participate in a think-pair-share to assess how they interpret poetry. The teacher will assess
through observation and anecdotal comments whether the teacher can take this activity up as a class.
5. The teacher will engage in a class discussion and allow students to express their thoughts and opinions
regarding the different interpretation and subjectivity of the poem from the original language.
ACTION: Time allocated? (55 Minutes)
1. There are many ways in which poetic devices can make a poem powerful and meaningful. The beginning of
this action portion, the students will become familiar to how poetry can be cross-curricular and linked to
mathematics. The students can apply their understanding and comprehension of poetic devices to different
pieces of written work to understand the influence, subjectivity and different interpretations.
2. The students will participate in a Think-Pair-Share activity using the following poem, A Mathematical Problem
By: Samuel Taylor Coleridge (Appendix 9.2).
3. Similar to the Minds On activity, the students will independently read through the poem and will be required to
work both in pairs and then participate in a class discussion. The teacher will assess through observation and
anecdotal comments whether the teacher can take this activity up as a class.
4. The teacher will engage in a class discussion and allow students to express their thoughts and opinions
regarding the different interpretation and subjectivity of the poem. The goal of this activity is to allow students
to understand the significance of how poetry can be cross-curricular, powerful and meaningful at the same time.
5. The second part of the action portion will allow students to work in their groups and finalize their presentations
for tomorrow. The teacher will be available for assistance with any questions or concerns they may have.
CONSOLIDATION: (5 Minutes)
1. The teacher will distribute an exit card (Appendix 9.3).
2. This exit card will ask students to one, reflect upon their progress and expectation of their presentations and two,
question how subjectivity and the nature of interpretation improve the power of poems?
3. The teacher will instruct the students to write their names and complete one exit card and submit up upon their
exit.
ACCOMMODATIONS & MODIFICATIONS: E.g. IEP, ELLT
1. To accommodate this lesson, the teacher will make sure that the poems will be in larger font and the students will
have the opportunity to use a translation dictionary.
2. The students will be able to use more time during the think-pair-share and the teacher will be available for
assistance.
REFLECTION:
Sources:
Glaz, Sarah. (2010). Poetry Inspired by Mathematics.
http://www.math.uconn.edu/~glaz/My_Articles/PoetryInspiredByMathematics.Bridges10.pdf
Grade 10 English (ENG2D) – Unit 3 Introduction to Poetry
A. Radjenovic
Gregory, H. Gayle and Carolyn M. Chapman. (2001). Differentiated Instructional Strategies: One Size Doesn't Fit
All. California: Corwin Press.
Lipton, L. and B. Wellman. (2006). Pathways to Understanding: Patterns and Practices in the Learning-Focused
Classroom. 3rd Edition. Sherman, CT: MiraVia LLC, 43.
Ministry of Education, Ontario. (2012). Think Literacy: Writing Strategies. Print.
Appendices:
Appendix 9.1 – Poetic Interpretation
Appendix 9.2 –Think-Pair-Share
Appendix 9.3 –Exit Card
Grade 10 English (ENG2D) – Unit 3 Introduction to Poetry
A. Radjenovic
Appendix 9.1 - Poetic Interpretation Worksheet
NAME:
____________________________
Give All to Love
By Ralph Waldo Emerson
Original
Love is a brave master,
Let it have free range
But follow it always with
Hope and more hope
Love has a way of
Finding its own purpose
It knows its own path
And its own limits.
Paraphrased
Give all to love;
Obey thy heart;
Friends, kindred, days,
Estate, good fame,
Plans, credit, and Muse –
Nothing refuse.
‘Tis a brave master;
Let it have scope:
Follow it utterly,
Hope beyond hope:
High and more high
It dives into noon,
With wing unspent,
Untold intent;
But it is a god,
Knows its own path,
And the outlets of the sky.
Let love be your priority
But listen carefully,
When love finds you
Keep it close today
And keep love as
Your constant everyday.
It was never for the mean;
It requireth courage stout,
Souls above doubt,
Valour unbending:
Such ‘twill reward; They shall return
More than they were,
And ever ascending.
Although you loved her
As a purer version of yourself
Though when she leave
The day is darker
The part of us that we love and lose
Returns to grow and love again
Leave all for love;
Yet, hear me, yet,
One word more they heart behoved,
One pulse more of firm endeavour –
Keep thee to-day,
To-morrow, for ever,
Free as an Arab
Of thy beloved.
Be faithful to your love
But when unexpectedly
The first stirrings of doubt
Overcome her and she finds
Happiness in someone else
Do not attempt to stop her
Set her free
Do not hold on to
Fleeting imitations of love
Cling with life to the maid;
But when the surprise,
First vague shadow of surmise,
Flits across her bosom young,
Of a joy apart from thee,
Give everything in your life
The same amount of love,
Refuse nothing the love that it deserves
Grade 10 English (ENG2D) – Unit 3 Introduction to Poetry
A. Radjenovic
Free be she, fancy-free,
Do not thou detain her vesture’s hem,
Nor the palest rose she flung
From her summer diadem.
Though thou loved her as thyself,
As a self of purer clay;
Though her parting dims the day,
Stealing grace from all alive;
Heartily know,
When half-gods go
The gods arrive.
Appendix 9.2 – Cross-Curricular Link to Mathematics
If you have love
You will never want;
The bravery of souls
Will never be questioned;
With love, souls will be
More than they were
And will always rise up.
Grade 10 English (ENG2D) – Unit 3 Introduction to Poetry
A. Radjenovic
A Mathematical Problem
by Samuel Taylor Coleridge
This is now--this was erst,
Proposition the first--and Problem the first.
On a given finite Line
Which must no way incline;
To describe an equi---lateral Tri---A, N, G, L, E.
Now let A. B.
Be the given line
Which must no way incline;
The great Mathematician
Makes this Requisition,
That we describe an Equi---lateral Tri---angle on it:
Aid us, Reason--aid us, Wit!
From the centre A. at the distance A. B.
Describe the circle B. C. D.
At the distance B. A. from B. the centre
The round A. C. E. to describe boldly venture.
(Third Postulate see.)
And from the point C.
In which the circles make a pother
Cutting and slashing one another,
Bid the straight lines a journeying go,
C. A., C. B. those lines will show.
To the points, which by A. B. are reckon'd,
And postulate the second
For Authority ye know.
A. B. C.
Triumphant shall be
An Equilateral Triangle,
Not Peter Pindar carp, not Zoilus can wrangle.
Appendix 9.3: Exit Card
Figure 1. Euclid: Elements, Proposition 1
Grade 10 English (ENG2D) – Unit 3 Introduction to Poetry
A. Radjenovic
Prompt 1: Reflect upon your progress and expectation of your presentations?
______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
Prompt 2: How subjectivity and the nature of interpretation improve the power of poems?
______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
Lesson Plan 10: The Significance of Poetic Devices
Grade 10 English (ENG2D) – Unit 3 Introduction to Poetry
A. Radjenovic
MINISTRY EXPECTATIONS:
Strand: Oral Communication
Overall: 2. Speaking to Communicate: Use speaking skills and strategies appropriately to communicate
with different audiences for a variety of purposes.
Specific: 2.4 Diction and Devices: Use appropriate words, phrases, and terminology, and several different stylistic
devices, to communicate their meaning and engage their intended audience.
Strand: Oral Communication
Overall: 3. Reflecting on Skills and Strategies: reflect on and identify their strengths as listeners and speakers,
areas for improvement, and the strategies they found most helpful in oral communication situations.
Specific: 3.2. Identify a variety of their skills in viewing, representing, reading and writing how the skills help them
improve their oral communication skills.
Strand: Reading and literature Studies
Overall: 2. Understanding Form and Style: Recognize a variety of text forms, text features, and stylistic elements
and demonstrate understanding of how they help communicate meaning.
Specific: 2.1 Text Forms: Identify a variety of characteristics of literary informational, and graphic text forms and
example how they help communicate meaning (e.g., explain the function of rhyme in a sonnet).
ENDURING UNDERSTANDING ADDRESSED:
1. Poetry is a powerful art form.
2. Understanding the influence of image poetry to stimulate our perceptions of poetic devices.
3. Poetry is subjective and open to interpretation.
ESSENTIAL QUESTION(S) ADDRESSED:
1. How do poems illicit different interpretations and meaning?
2. Why are some poetic devices more powerful in shaping function of the poem?
KNOWLEDGE :
1. Understanding the significance of the
poetic devices and how they make the
poem powerful and meaningful
2. Understanding the definition of the poetic
devices.
3. Students will increase their repertoire of
poetic devices
SKILLS:
1. Understand how to interpret poetic devices and their
meanings
2. Communicate through listening, speaking and
presenting.
3. Communicate ideas and interpretation of poems.
4. Understand how to identify poetic devices in poetry
DIFFERENTIATED INSTRUCTION:
(Content/Product/Process/Environment)
1) Readiness – What is the student’s current skill level and knowledge of the topic? 2) Interest 3) Learning
Profile/Style
Readiness:
1. The teacher can assess through anecdotal comments and observation whether the students are ready to present
their poem and poetic devices. The teacher will engage the students with a humours activity that invites two
students to read a tongue twister.
2. The teacher will read the previous lessons’ exit card regarding the students’ progress and expectation of their
presentations and how they viewed subjectivity and the nature of interpretation to improve the power of poems?
Through observation and anecdotal comments, the teacher can use this short burst of writing as a diagnostic tool to
assess whether the students are ready to continue with this lesson.
Interest:
1. The teacher can assess through anecdotal comments and observation whether the students are interested in the
activity of the tongue twister. The level of participation and engagement will indicate how interested and ready the
students are to participate in this lesson. This activity will let the teacher know whether the students understand the
Grade 10 English (ENG2D) – Unit 3 Introduction to Poetry
A. Radjenovic
different poetic devices and how prepared they are to present their findings.
2. The interest of the students tongue twister game should encourage and motivate the students to remember the
importance of reading poetry keeping in the mind the function of the poetic devices.
Learning Profile/Style:
1. The different components of a student’s learning profile will be based on their multiple intelligences which
would have been assessed in a prior unit.
2. The different learning environments such as individual and group work will support the diversity of student
success.
3. The students will be able to illustrate how they can work together to achieve a common goal which is to present
their poetic devices and poems.
Content:
1. The understanding of poetic devices will help students communicate their poems and poetic devices to the class.
2. The understanding and practice of poetic devices will help students improve their writing to be more effective
and powerful.
Product:
1. All the presentations will be differentiated based on the students prior and gained knowledge and skills, learning
profile and subjectivity when reading poetry.
Process:
1. The process is differentiated because the students will identify a variety of poetic devices in different poems
during their presentations.
2. The process if differentiated because students will engage in both meta-cognition and self-review to articulate
their opinions regarding poetic interpretations and the nature of subjectivity.
Environment:
1. The students’ learning environment will be differentiated because they must work as a group during their
presentations.
2. The content material is taught both independently and collectively in class.
ASSESSMENT TOOLS/ STRATEGIES USED:
1.
2.
3.
4.
5.
(AforL, AasL, AofL)
Tongue Twister – Minds On Activity – Assessment for and as Learning
Think-Pair-Share – Assessment for Learning
Presentations – Assessment as Learning
Peer Evaluation Handout – Assessment as Learning
Exit Card – Assessment as Learning
LEARNING GOALS:
1. Explain the function, significance and purpose of poetic devices in a poem
2. Understanding how poetry is powerful and meaningful
3. Understand how to read critically and analyze a poems literary elements
4. Understanding the influence of poetry and the subjective nature of its interpretation.
MATERIALS/RESOURCES/PRE-PLANNING:
1. Print out a copy of the tongue twister.
2. Print out copies of the Peer Evaluation
Handout and exit cards for lesson.
AGENDA:
1. Welcome students to class
2. Minds On- Tongue Twister
3. Think-Pair-Share
Grade 10 English (ENG2D) – Unit 3 Introduction to Poetry
3. Make sure there are accessible translation
dictionaries in the classroom to
accommodate ELL learners.
4. Make sure the desks are arranged to allow
a safe space for any disadvantaged student.
A. Radjenovic
4. Presentations 
5. Fill in the Peer Evaluation Handout
6. Exit Card
Learning Goals:
1. Understand the function, significance and purpose of
poetic devices in a poem
2. Explain the function, significance and purpose of poetic
devices in a poem
3. Understand the influence of poetry and the subjective
nature of its interpretation.
MINDS ON: (10 Minutes)
1. The teacher will write the agenda and learning goals on the board.
2. Before the presentations begin, the teacher will incorporate creativity and humour into the lesson by asking
two students to say the same tongue twister (Appendix 10.1).
3. After the students say the tongue twister, tell them to participate in a think-pair-share regarding why tongue
twisters are often hard to verbalize. Explain to the students that poets directly influence how a poem should
be read and to keep this in mind when you present your poems and poetic devices.
4. After the students had the opportunity to discuss their thoughts with one another the teacher will debrief
and the activity and engage in a 5 minute class discussion before the presentations.
ACTION: Time allocated? (60 Minutes)
1. The teacher will distribute the Peer Evaluation Handout (Appendix 10.2) to every student. The purpose of
this template is to allow an opportunity for students to take part in their learning by providing positive an
constructive feedback to their peers.
2. The presentations will begin today and each group will have the opportunity to present their poems and
poetic devices to the class. Each group will present and read their poems to the class before they are
required to explain the significance of the poetic devices and how they hade the poem powerful and
meaningful.
3. After each presentation, the teacher will remind the students to complete the section on the handout to
provide positive and constructive feedback.
4. Once all the presentations are complete, the teacher will debrief the presentations with any questions or
concerns the students had. After answering all the questions, the teacher will instruct the class of the good
work and effort they put into each presentation and ask the students to hand in the Peer Evaluation
Handout.
CONSOLIDATION: (5 Minutes)
1. The teacher will distribute an exit card (Appendix 10.3). This exit card will ask students to reflect upon their
gained experience and knowledge from the presentations.
2. The teacher will instruct the students to write their names and complete one exit card and submit up upon
their exit.
ACCOMMODATIONS & MODIFICATIONS: E.g. IEP, ELLT
1. The teacher will ensure that all students have an equal amount of minutes to present their findings and
discoveries.
2. If any student is physical incapable to move around the room, there will be option to present from their desks
3. The teacher will assist any ELL or IEP learners by giving them extra time, allowing them to use a dictionary
and/or allowing them to read to their poem in their mother tongue and then translate it for the class
Grade 10 English (ENG2D) – Unit 3 Introduction to Poetry
A. Radjenovic
REFLECTION:
Sources:
Bennett, Barrie and Rolheiser, Carol (2001). Beyond Monet: The artful science of instructional integration.
Toronto, Bookation.
Grade 10 English (ENG2D) – Unit 3 Introduction to Poetry
A. Radjenovic
Nilson B. Linda. Improving Student Peer Feedback. (2003). In College Teaching 5, No1.,Winter 2003.
http://cis.apsc.ubc.ca/wiki/images/2/28/Usj.pdf.
Ontario Ministry of Education (2005). Think Literacy: Cooperative Education. Toronto: Queen's Printer for
Ontario. http://www.edu.gov.on.ca/eng/studentsuccess/thinkliteracy/files/ThinkLitCoop.pdf
Pearson, P. David and Margaret C. Gallagher. (1983). The Instruction of Reading Comprehension. University of
Illinois. http://www.eric.ed.gov/PDFS/ED236565.pdf
Scholastic. (2011). Resources and Tools. http://www.scholastic.com/teachers/lesson-plans/free-lesson-plans.
Tongue Twister. (2011). English Tongue Twister: Peter Piper. http://www.uebersetzung.at/twister/en.htm
Appendices:
Appendix 10.1 – Tongue Twister
Appendix 10.2 –Peer Evaluation Handout
Appendix 10.3 –Exit Card
Grade 10 English (ENG2D) – Unit 3 Introduction to Poetry
A. Radjenovic
Appendix 10.1: Tongue Twister
Student Instructions:
1. Please read the following tongue twister out loud.
Peter Piper picked a peck of pickled peppers.
A peck of pickled peppers Peter Piper picked.
If Peter Piper picked a peck of pickled peppers,
Where's the peck of pickled peppers Peter Piper picked?
Appendix 10.2: Peer Evaluation Handout
Student Instructions:
1. The students will be required to fill out and formulate positive constructive feedback for each group that presents.
Grade 10 English (ENG2D) – Unit 3 Introduction to Poetry
A. Radjenovic
Group One Names: _________________________________________________________________________
Positive Constructive Feedback: ____________________________________________________________________
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Group Two Names: _________________________________________________________________________
Positive Constructive Feedback: ____________________________________________________________________
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Group Three Names: _________________________________________________________________________
Positive Constructive Feedback: ____________________________________________________________________
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Group Four Names: _________________________________________________________________________
Positive Constructive Feedback: ____________________________________________________________________
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Group Five Names: _________________________________________________________________________
Positive Constructive Feedback: ____________________________________________________________________
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Group Six Names: _________________________________________________________________________
Positive Constructive Feedback: ____________________________________________________________________
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Appendix 10.3: Exit Card
Prompt: Please reflect upon your gained experience and knowledge from the presentations?
Grade 10 English (ENG2D) – Unit 3 Introduction to Poetry
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A. Radjenovic
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