Week 2: Poetry Out Loud- Poem Analysis

Standards Addressed
PS1a.R1

Citestrongandthoroughtextualevidencetosupportananalysisofthetext,includingany
applicableprimaryorsecondarysources,anddeterminebothexplicitandimplicitmeanings,suchas
inferencesthatcanbedrawnfromthetextandwherethetextleavesmattersuncertain.

PS1b.R2

Determinethemeorcentralideaofatextandanalyzethedevelopmentoverthecourseof
thetext,includinghowitemergesandisshapedandrefinedbyspecificdetailsprovideanobjective
summaryofthetext.

PS2a.L5

Determinethemeaningofwordsandphrasesastheyareusedinthetext,including
figurative,connotative,andtechnicalmeanings

Objectives
Studentswillbeabletodemonstratetheirunderstandingofapoembyanalyzingitsoverall
messageconveyedbytheauthor.
Studentswilldemonstratetheirunderstandingofapoembyidentifyingthefigurativelanguage
presentinthepoemandconnectingittothepoemsoverallmeaning.
Studentswillbeabletoanalyzehowwordchoiceaffectsthetoneofapoem.

Daily Agenda/Expectations:
Entranceslip/homeworkcheck

ReviewPoetryOutLoudUnitexpectations

Showrecitalvideo(s)

BriefintroductiontoE.E.CummingsVideo

Listento[icarryyourheart(icarryitin]

Annotateandreviewpoemasaclass.Answeranyquestionsonpoem.

Utilizetheremainderofclassasworktimeforpoetryanalysisworksheet.

Technology
Allworksheetswillbeprojectedfrommylaptoptothescreenontheboard.Eachworksheetwill
beshownandexplainedbeforethestudentsbegin.Thiswillallowforthestudentstohaveaclear
understandingoftheirexpectations.Afterexplainingeachworksheet,studentswillhavethe
opportunitytoaskanyclarifyingquestionsbeforebeginningtowork.
StudentswillwatchashortYoutubevideoonE.E.Cummingssoastohavebackground
informationonwhoheis.
Studentswilllistentotheaudioversionof[icarryyourheart(icarryitin]onYoutube.
StudentswillwatchseveralrecitalvideosfromthePoetryOutLoudwebsite.

Rationale:
November2,2015wasthestartofquarter2.StudentsweretransitionedtotheirPoetryOut
LoudUnit.ThestudentsbeganbyanalyzingAdelesnewsong,Hello.Afteranalyzingthesong,the
studentswereabletodetermineitstheme,figurativelanguage,andnegativeconnotativelanguage

associatedwithit.Thestudentsdidabitmorepracticewithanothersong,andeventuallydidthesame
practicewithaselfselectedsong(duetodayinclass).
Now,studentsaretransitioningtheirpracticetowardspoetry.Nowthatthestudentshavebeen
abletoanalyzeanddemonstratetheirunderstandingsoftone,figurativelanguage,andwordchoicein
songs,theywilldothesameforapoem.AfterdoingtheE.E.Cummingspoemasaclass,studentswillbe
heldresponsibletoselecttheirownpoemtoanalyze.Thefinalsummative(dueNovember24),willbefor
thestudentstoeithercreateawrittenexplicationoftheirpoem,oravisualanalysisoftheirpoem(their
choice).

Procedures/Instruction
1. [15minutes]Asstudentsentertheclassroom,theywillbegivenathink,pair,shareentranceslip.
Theentranceslipwillhaveaquestiononthetopicoflove:studentswillbeaskedtotalkabout
personalexperiencesbyreflectingonsomeofthemisconceptionstheyhadaboutloveand
romanticrelationshipsasakid.Theywillalsobeaskedwhentheyrealizedthatthisideawas
incorrect?Beforehavingthestudentsfillouttheentranceslip,Iwillsharemyownpersonal
misconceptionsaboutlove:WhenIwasyoungerIthoughtthatbabiescameoutofamothers
bellybutton.Afterbeinggiven3minutestowritetheirmisconceptions,studentswillthenbe
pairedwithsomeoneelsetosharetheirreflections.Studentswillthenreportouttotheclassabout
theirpersonalmisconceptions.Iwillcheckhomeworkwhilestudentswritetheirmisconceptions.
2. [5minutes]Studentswillthenbepromptedtolookontotheboard,wherepoetryoutloudunit
expectationswillbereviewed.Studentswillbeexplainedtohowtheyaretobeginworkingon
theirformativeassignment.Studentswillreviewexpectationsforboththereadingandspeaking
andlisteningstandards.StudentswillalsoreviewtheoutlinesofthePoetryOutLoud
Competition.
3. [5minutes]StudentswillhavetheopportunitytowatchseveralPoetryOutLoudcompetition
videostohaveabetterunderstandingofthecompetition,andtoseeotherhighschoolersworking
ontheunit.
4. [5minutes]Studentswillbeexplainedtothattheywillnowtransitiontopoetry,andthefirstpoet
theywillbelookingatisE.E.Cummings.Studentswillwatchabrief,engagingcliponE.E.
Cummings.
5. [5minutes]Studentswillthenbegiventhepoem,andwilllistentotheaudioversionof[icarry
yourheart(icarryitin].
6. [15minutes]Thepoemwillbereviewedandannotatedasaclass.WhileIannotatethepoem
frommycomputer,studentswillwritethesameannotationsontheirpapers.Theme,figurative
language,andconnotativelanguagewillallbeannotatedanddiscussed.Anyclarifyingquestions
willbeencouragedandansweredatthistime.
7. [30minutes]Studentswillusetheremainderofclasstobegintheirpoetryanalysisworksheet.