E10 apr27 2011
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This document provides an overview of classroom activities focused on oral language skills and poetry analysis. It includes details on voice warmups, consonant and vowel exercises, paired readings of poems, and analyzing poetic devices like rhyme schemes and rhythm. Students were assigned questions to discuss in groups about how these elements create mood and meaning in poems like "Annabel Lee" and "Recuerdo." The class will have an in-class poetry writing assignment and no homework was assigned.
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2) "Koko โYiriโ" from Burkina Faso which features call and response singing and balafon solos over repetitive djembe and donno rhythms. It is in Gb major.
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Poetry understanding and glossary
This document provides guidance on understanding and analyzing poetry. It discusses that poetry does not strictly follow grammar and punctuation rules. It emphasizes ideas, style, mood, point of view, tone, characters, and setting. The document notes that poetry can seem complicated if readers do not know how to approach it, but with multiple readings readers can unravel ideas one by one. It should not be expected to understand everything, as interpretations vary between readers.
Several questions are provided to help readers analyze a poem in their first reading or deeper analysis. A four step process is also outlined to analyze meaning, presentation, literary devices, and personal opinion. Another approach, SIFT, covers similar areas of sense, imagery, feeling, and techniques.
Poetry teaching presentation
This document provides a quick guide to understanding poetry by analyzing Robert Frost's well-known poem "The Road Not Taken". It instructs the reader to learn about the author and time period, read the poem, and consider how it relates to their own life. It then analyzes key images and themes in the poem about a traveler choosing between two diverging roads in a yellow wood.
Understanding poetry
This document provides an overview of understanding poetry through analyzing elements such as emotions, connotation/denotation, imagery, metaphor/simile, sounds/rhythm, verbal tense, and author's style. It discusses how poetry uses words to spark the imagination and deals with emotions. It also explains how to analyze the different elements within poetry and provides examples from the poem "Let It Be" to illustrate techniques like connotation, imagery, metaphor/simile, verbal tense, and analyzing an author's style. The overall goal is to help readers better comprehend poetry through examining its key linguistic and structural components.
Multi-Genre Poetry Webquest
This document provides instructions for a poetry assignment asking students to write poems in 6 different genres after researching various poets and poetry forms. Students are asked to fill out worksheets about the poets and genres they explored. They will then draft and revise 6 poems in different forms before selecting their favorite to submit to an online poetry contest. Students will compile their work and submission information into a folder to turn in for evaluation. The goal is for students to gain exposure to different poetry types and styles before determining their preferred form.
The magic of poetry for english language learners
The document summarizes how poetry can benefit English language learners. It discusses how poetry uses precise language and engages multiple senses. Reading, writing, and performing poetry helps develop oral language skills and vocabulary. The document provides examples of poems and writing activities teachers can use to inspire students and help them explore their identity and emotions. It emphasizes how exposing students to powerful language in poetry can increase literacy and academic achievement.
Reading Poetry: Getting Through Difficult Passages
This document provides strategies for understanding difficult passages in poetry. It discusses using context clues and dictionaries to determine the meaning of unknown words. It also recommends selectively rereading poems, answering and generating questions about the themes, images, and literary devices, and visualizing what is described to aid comprehension. The strategies are then applied to the poem "Deer Hit" by Jon Loomis to help readers analyze and understand the work.
Reading Poetry, Responsibly & Responsively
Share your group's findings with the class. How does poetry show up in popular culture? What forms does it take?
Writing a Literary_AnalysisโOWL
This document provides guidance on writing a literary analysis. It explains that a literary analysis involves making an argument about specific attributes of a literary text using evidence from the text and secondary sources. It outlines important concepts to analyze such as plot, character, symbolism and historical context. The document advises finding and appropriately integrating secondary sources to support your thesis statement while making your own argument the focus. Writers are told to consult references on literary terms and criticism to learn more about analyzing texts.
Understanding Poetry
The document appears to be a collection of poetic excerpts and passages about poetry and literary devices. It includes snippets of poems discussing themes of love, beauty, and solitude. Prose sections provide definitions for terms like "elisions" and "allusions" and advise that a summary or paraphrase is no substitute for experiencing the original work.
Peotry in teaching
1. The document discusses the importance of teaching poetry to students to help develop their language skills. It argues poetry enhances students' understanding and appreciation of language.
2. Several reasons for teaching poetry are provided, including helping students develop imagination, pronunciation, fluency, and cultural understanding. Reciting and repeating poems allows students to feel the rhythm and sounds of language.
3. The document offers tips for teaching poetry effectively, such as choosing poems relevant to students, practicing recitation, asking students to analyze images and meaning, and repeating poems regularly to reinforce language. Teaching poetry can make language learning more engaging and impactful.
Poetic devices & examples
This document defines and provides examples of common poetic devices including alliteration, ambiguity, irony, simile, metaphor, personification, sibilance, onomatopoeia, rhyme, and iambic pentameter. Alliteration is shown using "The gracious green grass grew quickly" as an example while irony is demonstrated through "The 98 yr old won the lottery and died the next day."
Poetic Devices
This document defines and provides examples of various poetic devices including alliteration, assonance, consonance, end rhyme, rhyme scheme, internal rhyme, onomatopoeia, repetition, refrain, stanza, quatrain, simile, metaphor, personification, and symbolism. It explains that these devices help create images, rhythm, and meaning in poetry and that understanding them can help comprehend the figurative meanings in poems.
Poetic language and poetic form
The document discusses poetic genres and forms. It defines genres as epic, lyric, and dramatic based on Aristotle. Genres were once thought to have a fixed hierarchy but became more flexible over time. Poetic forms refer to specific metrical patterns like the sonnet. The relationship between genre, history, and culture is explored. Structuralism studied how genres are codes that texts play with. Genres are always evolving and poets can reference genres to evoke traditions or subvert expectations. The document examines how poetic form is the structured organization of a poem's contents and can reflect its meaning.
Learning Object: Analysing Poetry
A learning object designed to help students remember ideas discussed and studied in class do with poetry analysis.
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E10 apr27 2011
- 1. Wednesday, April 27, 2011 Oral Language: More Voice Work Literature: Sound in Poetry
- 2. Housekeeping pink slips Exams will be given back next Wednesday
- 3. Voice Work In preparation for your oral presentations, we will continue with our voice work. diaphragmatic breathing ๏ผ articulation projection ๏ผ expression
- 4. Warm-up โ Facial Stretch Pinch your face in Open up your face Repeat several times Stick out your tongue out as far as you can and move it around Say the syllable โlaโ in as many ways as you can ย Repeat the last step, but change your face. ย Massage the tension from your jaws, cheeks, and temples.
- 5. Warm-up - Projection Deep belly breaths with hand on belly Stage Whisper โ see handout
- 6. Making and Shaping Sounds when we exhale, air moves our vocal chords in our throat and they vibrate, creating sound
- 8. Making and Shaping Sounds sound is also shaped in your mouth and throat
- 9. Making and Shaping Sounds Resonance โ vibration and audibility Vowels are open sustained sounds that make your voice audible, able to be heard Formed by roof of your mouth, back of your throat and your sinuses
- 11. Vowel Warm up See handout
- 12. Making and Shaping Sounds Articulation โ clear and precise pronunciation of words Consonants or โstoppedโ sounds Shaped by your jaws, lips, tongue, teeth and far roof of your mouth
- 14. Consonant Warmup See handout
- 15. Poetry Warm-up In pairs, each student should read one of the poems aloud to his/her partner. One student should read โAnnabel Leeโ and the other โRecuerdo.โ Remember to speak from your belly!
- 16. BREAK
- 17. Sound in Poetry โ Analysis Questions Questions 1, 2, 3, 6, 7, 8, and 9 were assigned. At your table, discuss the question number that I assign you for 5-10 minutes. Make note of any questions or disagreements. We will go over all the questions together now.
- 18. Sound in Poetry โ Analysis Questions โIn this Kingdom by the Seaโ creates a romantic atmosphere, gothic (dark romanticism/beauty), mysterious suggests royalty/class difference, set in United Kingdom perhaps?
- 19. Sound in Poetry โ Analysis Questions 2. โWe were very tired, we were . . . โWe had gone . . .โ This refrain occurs at the beginning of each stanza. Joyous memories. Emphasizing the living condition of the narrator. Without any concerns, carefree
- 20. Sound in Poetry โ Analysis Questions 3. Internal rhyme โ โAnnabel Leeโ And so all the night tide I lay down by the side (line 38) Stars never rise, but I feel the bright eyes (line 36) End rhyme โ โAnnabel Leeโ Of my darling - my darling, my life and my bride (line 39) โ โRecuerdoโ Almost any pair of lines merry/ferry (lines 1-2), stable/table (lines 3-4), etc.
- 21. Sound in Poetry โ Analysis Questions 6. Rhyme scheme in โAnnabel Leeโ Stanza 1 Stanza 2 a d b b a e b b c f b b
- 22. Sound in Poetry โ Analysis Questions 7. Rhyme scheme in โRecuerdoโ a a b b c c
- 23. Sound in Poetry โAnnabel Lee,โ by Edgar Allan Poe http://www.freesound.org/samplesViewSingle.php?id=47235 http://www.youtube.com/watch?v=cxWE5mVi4Sg&feature=related โRecuerdo,โ by Edna St. Vincent Millay http://ia700201.us.archive.org/16/items/recuerdo_librivox/recuerdo_millay_apc_64kb.mp3
- 24. Sound in Poetry โ Analysis Questions 8. The rhythm in โAnnabel Leeโ is inconsistent, sometimes choppy and fast and at other times slower and smoother, like waves. The mood is sad, intense, mournful. 9. The rhythm in โRecuerdoโ switches between shorter lines that seem to pause in the middle, and longer lines that donโt have as obvious a pause. This creates a mood that sometimes feels calm and relaxed and at others, lively and energetic.
- 25. In-class Poetry Assignment Write a clear, detailed response to question #2 on page 21 of your handout.
- 26. Homework No homework! Bring your โEnglish Skillsโ textbook on Monday. We will be doing in-class writing.
Editor's Notes
- 8 groups