Sunday, February 21, 2010
Friday, February 19, 2010
Songs are Poetry?
Objective: Students will learn about poetic devices from their favorite song lyrics.
1. A couple days before the lesson, ask students to bring their favorite song lyrics for homework. Compile the lyrics into a song packet.
2. Start the lesson by introducing ten basic poetic devices. Distribute notes that list the terms, and have the students write the meaning and an example of each. Ask questions about the devices and discuss them so the students remain actively engaged and involved in the lesson.
Poetic Devices:
1. Simile – a comparison of two unlike things using like or as.
Ex. She is beautiful like the morning sun.
2. Metaphor – a comparison of two unlike things without using like or as.
Ex. Frank is a fox.
3. Personification – an inanimate object is given human like characteristic.
Ex. The trees danced in the wind.
4. Hyperbole – a great exaggeration.
Ex. She ate a mountain of mashed potatoes.
5. Alliteration –at the beginning of words, there is a repetition of consonants.
Ex. The swimmer's skin sizzled in the sun.
6. Assonance – anywhere in the words, there is a repetition of vowels.
Ex. Please bake me a date cake.
7. Consonance – anywhere in words, there is repetition of consonant sounds.
Ex. Write a great paper by the due date.
8. Onomatopoeia – words that sound like the name of the word.
Ex. The cereal snapped, crackled, and popped.
9. Repetition – words or phrases are repeated.
Ex. Because there is hope, because there is love, because there is beauty, I can go on
10. Rhyme – sound alike endings of words.
-End rhyme – At the end of lines, words rhyme.
EX. Jars and cans lined the rack; They tumbled down on my back.
-Internal rhyme – Words that rhyme are int the middle of the line.
EX. I carry a gold locket in my pocket.
I found these definitions and examples here.
3. Break the class up into small groups and distribute the lyrics packet. Also, pass out a worksheet that lists the terms again, with a space for them to write next to them. Each group must find at least one example of each poetic device in the song lyrics and write it on the worksheet.
4. Once all groups have completed this activity, we will discuss their findings as a class. Each group will share at least one poetic device that they found in the song lyrics.
5. All students must pass in a completed worksheet, and keep the poetic devices handout and lyrics packet for their notes. The worksheet will be counted as a classwork grade.
Good introduction to poetry unit.
1. A couple days before the lesson, ask students to bring their favorite song lyrics for homework. Compile the lyrics into a song packet.
2. Start the lesson by introducing ten basic poetic devices. Distribute notes that list the terms, and have the students write the meaning and an example of each. Ask questions about the devices and discuss them so the students remain actively engaged and involved in the lesson.
Poetic Devices:
1. Simile – a comparison of two unlike things using like or as.
Ex. She is beautiful like the morning sun.
2. Metaphor – a comparison of two unlike things without using like or as.
Ex. Frank is a fox.
3. Personification – an inanimate object is given human like characteristic.
Ex. The trees danced in the wind.
4. Hyperbole – a great exaggeration.
Ex. She ate a mountain of mashed potatoes.
5. Alliteration –at the beginning of words, there is a repetition of consonants.
Ex. The swimmer's skin sizzled in the sun.
6. Assonance – anywhere in the words, there is a repetition of vowels.
Ex. Please bake me a date cake.
7. Consonance – anywhere in words, there is repetition of consonant sounds.
Ex. Write a great paper by the due date.
8. Onomatopoeia – words that sound like the name of the word.
Ex. The cereal snapped, crackled, and popped.
9. Repetition – words or phrases are repeated.
Ex. Because there is hope, because there is love, because there is beauty, I can go on
10. Rhyme – sound alike endings of words.
-End rhyme – At the end of lines, words rhyme.
EX. Jars and cans lined the rack; They tumbled down on my back.
-Internal rhyme – Words that rhyme are int the middle of the line.
EX. I carry a gold locket in my pocket.
I found these definitions and examples here.
3. Break the class up into small groups and distribute the lyrics packet. Also, pass out a worksheet that lists the terms again, with a space for them to write next to them. Each group must find at least one example of each poetic device in the song lyrics and write it on the worksheet.
4. Once all groups have completed this activity, we will discuss their findings as a class. Each group will share at least one poetic device that they found in the song lyrics.
5. All students must pass in a completed worksheet, and keep the poetic devices handout and lyrics packet for their notes. The worksheet will be counted as a classwork grade.
Good introduction to poetry unit.
Bibliography Game
Objective: Students understand how and why a bibliography is created, and can write one themselves.
1. Teach the basics of bibliographical format from a common source (ex. book). Include all of the components needed, where to find them, how to write it (double-spaced, indent second line on, correct punctuation etc.)
-name
-title
-city of publication
-publisher
-date of publication
2. Create a worksheet where you give them the needed facts for a bibliography for two sources, and have them write them out. Go around the room and answer questions as needed. Pass in the worksheet as a classwork grade.
3. Break the class into small groups. Give each group four sources and an allotted amount of time. Students must create a bibliography for the books given, with the correct punctuation. Handouts cannot be used. The team(s) who creates a perfect bibliography will receive five extra points on their research paper.
4. Pass out a Bibliography Format Handout to help the students with all types of sources that they might use in their research paper.
Activity used as an introduction to how to write a research paper.
1. Teach the basics of bibliographical format from a common source (ex. book). Include all of the components needed, where to find them, how to write it (double-spaced, indent second line on, correct punctuation etc.)
-name
-title
-city of publication
-publisher
-date of publication
2. Create a worksheet where you give them the needed facts for a bibliography for two sources, and have them write them out. Go around the room and answer questions as needed. Pass in the worksheet as a classwork grade.
3. Break the class into small groups. Give each group four sources and an allotted amount of time. Students must create a bibliography for the books given, with the correct punctuation. Handouts cannot be used. The team(s) who creates a perfect bibliography will receive five extra points on their research paper.
4. Pass out a Bibliography Format Handout to help the students with all types of sources that they might use in their research paper.
Activity used as an introduction to how to write a research paper.
Shakespearean Sonnet
Objective: Students will learn, understand, and imitate the style of the Shakespearean sonnet.
1. Read "Shall I Compare Thee To A Summer's Day" either as a class, in small groups, or individually.
2. Discuss the meaning of the sonnet, possibly who Shakespeare wrote the poem for and why.
3. Evaluate the poem's specific style:
-meter: iambic pentameter
-rhyme scheme: ABAB, CDCD, etc.
-form: 14 lines, 3 quatrains and a couplet
4. Next day, revisit the Shakespearean sonnet with that day's writing prompt: Brainstorm ideas of topics that you would address if you wrote a sonnet. Draw a similar comparison with something you love or hate.
5. Put the students into small groups to discuss the ideas that they came up with, and by the end of this discussion, each student must choose a topic to write about.
6. Review the delicacy of a Shakespearean sonnet: its specific meter, rhyme scheme, and form. Emphasize that these aspects must be present in the students' sonnets, and will be part of their grade.
7. Pass out a rubric for the sonnet and allow the students to begin working on their poem individually. Move around the room, helping those who need it, and reviewing any style characteristics if necessary.
8. Announce when the sonnets are due (possibly a week or so later) and give extra time if needed. Once the students have the basic idea, they should be able to finish them at home.
9. On the due date, students must read their sonnets aloud to the class, and then pass it in.
Sonnets must include:
-iambic pentameter
-rhyme scheme ABAB, CDCD, etc.
-14 lines, 3 quatrains, and a couplet
-a title
-a picture
-typed
-comparison with something they love or hate
This would be a good transition from basic Shakespeare biography to a Shakespearean play, or from a poetry unit to a Shakespeare unit.
Great to post around the classroom once graded.
Sample sonnet:
Friends At Heart
We are a sisterhood and still will be,
When we graduate and move far away.
It will not be broken, our friends of three.
For in our hearts, our close friendship will stay.
All that we have been through, our tears and laughs,
Will never be forgotten through the years.
Our eternal friendship will always last,
And with you by my side, I lose my fears.
We always say that we are scared for life.
That we cannot survive all on our own.
But with each other, we’ll get past any strife
And realize that we’ll never be alone.
Because we’ll be together and apart,
For the rest of our lives and in our hearts.
-Karissa Venne
1. Read "Shall I Compare Thee To A Summer's Day" either as a class, in small groups, or individually.
2. Discuss the meaning of the sonnet, possibly who Shakespeare wrote the poem for and why.
3. Evaluate the poem's specific style:
-meter: iambic pentameter
-rhyme scheme: ABAB, CDCD, etc.
-form: 14 lines, 3 quatrains and a couplet
4. Next day, revisit the Shakespearean sonnet with that day's writing prompt: Brainstorm ideas of topics that you would address if you wrote a sonnet. Draw a similar comparison with something you love or hate.
5. Put the students into small groups to discuss the ideas that they came up with, and by the end of this discussion, each student must choose a topic to write about.
6. Review the delicacy of a Shakespearean sonnet: its specific meter, rhyme scheme, and form. Emphasize that these aspects must be present in the students' sonnets, and will be part of their grade.
7. Pass out a rubric for the sonnet and allow the students to begin working on their poem individually. Move around the room, helping those who need it, and reviewing any style characteristics if necessary.
8. Announce when the sonnets are due (possibly a week or so later) and give extra time if needed. Once the students have the basic idea, they should be able to finish them at home.
9. On the due date, students must read their sonnets aloud to the class, and then pass it in.
Sonnets must include:
-iambic pentameter
-rhyme scheme ABAB, CDCD, etc.
-14 lines, 3 quatrains, and a couplet
-a title
-a picture
-typed
-comparison with something they love or hate
This would be a good transition from basic Shakespeare biography to a Shakespearean play, or from a poetry unit to a Shakespeare unit.
Great to post around the classroom once graded.
Sample sonnet:
Friends At Heart
We are a sisterhood and still will be,
When we graduate and move far away.
It will not be broken, our friends of three.
For in our hearts, our close friendship will stay.
All that we have been through, our tears and laughs,
Will never be forgotten through the years.
Our eternal friendship will always last,
And with you by my side, I lose my fears.
We always say that we are scared for life.
That we cannot survive all on our own.
But with each other, we’ll get past any strife
And realize that we’ll never be alone.
Because we’ll be together and apart,
For the rest of our lives and in our hearts.
-Karissa Venne
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