The document provides information about poetry units for grades 9 and 10. It outlines the different assignments and assessments for each grade, including a poetry analysis assignment, poetry creation, and presenting a rap or song for grade 10. It also includes quizzes on poetry themes and sentence structures to prepare students.

1. After short story

2. IMPORTANT INFO MOVING FORWARDS
****Grade 9 & 10 will have different test and assignments.
Some of the reading content will be shared but some will be specific to
grade.

3. Unit rundown
• Unit 2: Poetry
Duration = about 2 weeks
Worth: 12% of final grade
Grade 9 Grade 10
Class participation= 3%
Test = 5%
Poem analysis assignment= 4%
Detail --- Given a poem and you will
annotate and analyze it to the best of
your abilities… answering broad
questions about themes, symbols and
main ideas/takeaways.
Class participation= 3%
Poetry creation= 5%
Rap/song presentation= 4%
Details– Choose a song/rap (appropriate
one) that you analyze and present in
class.
 Picking out the themes, meanings etc
 Improve presentation skills.

4. Poetry Unit Prep !!!!!
A bunch of diagnostic stuff to see where you’re at

5. Grammar Quiz
grade 10 grammar | English – Quizizz

6. Poetry Themes Quiz
Themes in Poetry | English – Quizizz

7. Sentence structure
1) Simple
2) Complex
3) Compound
4) Compound –complex

8. 1) Simple
Simple sentences only contain one independent clause. This means it holds one subject and one
verb. Either subject or verb can be compound (meaning two or more), but the key is there always
remains only ONE independent clause.
Example one: Blue is Angela's favorite color.
Example two: Blue and red are Trevor's favorite colors.
Example three: Samantha loves and hates pink.
The examples above are all simple sentences, though some contain compound elements. Example
one has a simple subject (Blue) and a simple verb (is). Example two has a compound subject (Blue
and red) and a simple verb (are). Example three has a simple subject (Samantha) and a compound
verb (loves and hates). However, they are all still considered simple sentences because there is no
secondary clause that can stand alone

9. 2) Complex
Complex sentences are easier than they sound. It's simply joining together one
independent clause with one or more subordinate clauses. A subordinate clause contains a
subject and verb separate from the independent clause, but it cannot stand alone.
Subordinate clauses usually describe or explain what happened in the independent clause.
Example one: Tom didn't get the job because he showed up late to the interview.
Example two: She almost fell over when the cat darted between her feet.
Example three: I'll do the dishes if you cook supper.
Complex sentences can often be confused with compound sentences. There are MANY
subordinating conjunctions, so the easy way to differentiate a complex sentence from a
compound one is to memorize the coordinating conjunctions given above. If the
conjunction is one represented in that list, it is NOT a complex sentence.

10. 3) Compound
Compound sentences can have two or more independent clauses. These are often
separated either by a comma and coordinating conjunction or a semi-colon.
Example one: Sarah enjoys reading; John prefers sports.
Example two: Brittany and Joyce arrived at the party early, but Shane got there late.
Example three: Cheryll is a doctor, and Ian is a professor.
The first example shows how a semi-colon can act as the divider punctuation between two
separate, independent clauses (meaning, two different sentences that can stand on their
own). The two other examples show two independent clauses separated by a comma and
conjunction

11. 4) Compound Complex
Compound-complex sentences have two or more independent clauses and at least one
dependent clause. This is tricky, because the dependent clause can move around anywhere
in the sentence.
Example one: When you forget to water plants, they wither and shrivel, but a good
gardener has a set schedule for each flower and shrub.
Example two: I bought a new dress for the party, and everyone thought it was lovely until
someone spilled red wine down the front.
Both of these are considered compound-complex sentences. In ex. 1, the dependent clause
comes at the beginning of the sentence, attributing to the first independent clause "they
wither and shrivel". In ex. 2, the dependent clause is at the end, attributing to the second
independent clause.

12. Quiz to see if you know
Sentence Structure | English – Quizizz

13. When Great trees Fall Analysis
Main idea:
The speaker identifies with all who have felt the deep searing pain of
losing someone close.
The speaker is able to not only effectively identify with the feeling of
deep loss and anguish but is also able to offer hope for healing through
her powerful words.

14. Summary
In the first lines, the speaker begins by using an extended metaphor to
describe a natural scene. She speaks about the reaction of animals when
“great trees fall”.
They hide, hunker down, and “lumber after safety”. The metaphor
compares the death of loved ones to the monumental shifts that occur when
large and powerful trees fall in the forest.
As the poem progresses she moves on to directly speak about “great souls”
and how human beings react to loss.
The third stanza discusses one’s inability to breathe and the sharpening
one’s memory undergoes. The poem concludes with a message of hope and
renewal, suggesting that after a loved one’s death that “We can be…better.
For they existed”.

15. Stanza one
opens with the metaphor of the tree that falls. It, of course, symbolizes
the loss of a great person. When a great tree falls, it is felt for miles
around. In the same way, when a great soul departs, the effects are felt
deep and far. The image of the “rocks on distant hills shudder[ing]”
symbolizes the ways in which the death causes people, even distant
people, to feel despair and shudder.
 Lion example

16. Stanza 2
This symbolizes the way people fall into silence in the midst of
despair. There are no words of comfort. They are not even sure
what they feel for their “senses [are] eroded beyond fear”. This
refers to the numbness of heart and soul that often immediately
follows the loss of someone great.

17. Stanza 3 & 4
3: With the third stanza, the speaker shifts from her use of metaphor
to speaking directly about death. Just as the great tree that falls
causes ripples for miles, so the great soul departed move affects the
hundreds or thousands of hearts he or she has touched during the
time they lived.
When loss hits, often a person’s memory is “suddenly sharpened” and
they are able to remember the moments spent with the one who has
been lost.
4: The speaker gives insight into the mental and emotional effects of
losing someone close. In this stanza, the loss of a “great soul” means
the loss of a soul that had a great impact on one’s everyday life. She
explains the way that loss can truly change a person’s reality

18. Stanza 5
5: With the final stanza of this poem, the speaker offers hope to
all who have suffered loss by revealing the healing that has
occurred in the aftermath of the death. The speaker seems to
imply that time has allowed for this healing to occur. She explains
that “after a period” she was able to feel “peace bloom”. It
happened “slowly and always irregularly”.
In the back of her mind and in the background of all that she
does, she hears the presence of the one lost. She hears the
whisper, “they existed. They existed”. This gives her new
meaning and purpose in her life. She claims that because this
great one existed, she can “be better”.