Jamie Kaufman

AP LANGUAGE & COMPOSITION PERIOD 3 POETRY UNIT

Jan 30th Feb 8th

COMMON CORE STANDARDS FOR UNIT: o 1.1 Learning to Read Independently (D, E, F, G, H) o 1.2 Reading Critically in All Content Areas (C) o 1.3 Reading, Analyzing, and Interpreting Literature (A, B, C, D, F) o 1.4 Types of Writing (A, B, C) o 1.5 Quality of Writing (B, E, F, G) o 1.6 Speaking and Listening (A, B, C, D, E) o 1.7 Characteristics and Functions of English Language (A, B) MONDAY 1/30 OBJECTIVES: Identify speaker, setting, and situation of two poems. READINGS: Billy TUESDAY 1/31 OBJECTIVES: Introduce exegesis method of analyzing poetry. READINGS: Langston WEDNESDAY 2/1 OBJECTIVES: Analyze form of classic and contemporary odes READINGS: Lucille THURSDAY 2/2 OBJECTIVES: Analyze figurative language in poetry READINGS: Emily FRIDAY 2/3 OBJECTIVES: Assess understanding of poetry terms and theme in poetry. READINGS: I Wandered Lonely as a Cloud by Williams Wordsworth DO NOW: Vocabulary quiz BODY: Constructed response essay: The theme is the message that the author is trying to convey. Please explain the theme of this poem and give two examples of figurative language that support this theme. EXIT TICKET: Which poem this week did you enjoy the most? Which concept this week did you find the most confusing? ASSESSMENT: quiz and constructed response

Collins Introduction to Poetry; Langston Hughes Theme for English B

DO NOW: Journal What is poetry? INTRO: Frame goals and explain unit BODY: guided notes, look at speaker, setting, and situation; why do you think the poet structured his poem this way? Main idea for each, lead to interpretation EXIT TICKET: Which do you like better and why?

Hughes Theme for English B

DO NOW: Poetry terms diagnostic quiz INTRO: Give an explanation of exegesis or definition of poetry BODY: divide into four groups and have each group analyze the poem in terms of their category; present to class EXIT TICKET: Do you feel that you understand this poem better today than you did yesterday?

Cliftons Homage to my Hips, Ode by Thomas Gray, Pablo Nerudas Ode to my Socks
DO NOW: Read Ode to my Socks; short class discussion INTRO: Introduce odes BODY: guided notes (form

Dickinsons Hope is the thing with feathers; Billy Collins Taking off Emily Dickinsons Clothes
DO NOW: Share praise poems from homework, ask students if they used any of the poetry terms to write them INTRO: Biography of Emily Dickinson BODY: guided notes on

stanzas, scan for rhyme) half the class reads one, teaches the other, purpose and effect of form
EXIT TICKET: Which ode is more effective? ASSESSMENT: Class discussion/group work

analyzing Hope through poetry terms

CLOSURE: What are you going to do to study for tomorrows poetry terms quiz?

Jamie Kaufman

AP LANGUAGE & COMPOSITION PERIOD 3 POETRY UNIT ASSESSMENT: Poetry terms worksheet/group work

Jan 30th Feb 8th

ASSESSMENT: Collect guided notes

HOMEWORK: Write a short praise poem

ASSESSMENT: guided notes; class discussion

HOMEWORK: bring in song lyrics that you believe are poetry

MONDAY 2/6 OBJECTIVES: Analyze sound devices in song lyrics READINGS: onomatopoeia book, song lyrics DO NOW: Read onomatopoeia book to students to give a better idea of the definition INTRO: show/play my song choice, model annotating for sound devices BODY: Give students time individually to annotate their own song lyrics, then break into groups to share, then group shares favorite with class EXIT TICKET: Do you think the song you chose is a good example of poetry? ASSESSMENT: individual annotation of song lyrics HOMEWORK: Should music count as poetry? Are some songs more poetic than others? Do they have as much value as traditional poetry? Give two examples to support your argument.

TUESDAY 2/7 OBJECTIVES: Transform songs into original found poems READINGS: How to Save a LIfe by The Fray, Vindicated by Dashboard Confessional, found poem from Chapter 4 of Frankenstein INTRO: Listen to How to Save a Life and read my found poem based on it BODY: define found poems, show another found poem, model how to write found poems, students write their own found poems from Mondays lyrics EXIT TICKET: Are found poems still poetry? Are they your work or someone elses ASSESSMENT: found poems HOMEWORK: revise and polish found poem to be turned in tomorrow

WEDNESDAY 2/8 OBJECTIVES: Analyze and write English Sonnets READINGS: Shakespeares Sonnet 18, two of my sonnets, A Dream Pang by Robert Frost DO NOW: read Red INTRO: read three sonnets, students read aloud then to themselves, brainstorm what they have in common BODY: Introduce history of the sonnet, connection to Macbeth, introduce form of sonnet, analyze how Red is a sonnet, clap out number of syllables, then do the Shakespeare one, let students begin writing their own sonnets EXIT TICKET: Which was your favorite sonnet? ASSESSMENT: do now, homework HOMEWORK: Sonnet assignment