Mount Carmel Academy

Lesson Plans

ALLEN REIDENGLISH IV September 8-12, 2014

TEKS: See Daily Objectives

ACADEMIC VOCABULARY:

  • Theme
  • Sound
  • Form
  • Figurative Language
  • Characterization
  • Patterns
  • British Romantic Poets
  • Metaphysical Poetry
  • Metaphysical Conceit

Monday September8, 2014

  1. Focus: Death is not something that we face at the end of our own lives; it influences us when we lose love ones or even when we contemplate our own mortality. John Donne, who experienced the early death of his wife, and some of his children, struggled to understand the meaning of death. His thoughts about mortality inspired some of his greatest works.

How has the knowledge of death affected your life? Has it made you more cautious or more fearful for your personal safety? Does it influnce your relationship with others? Does it affect your appreciation of life’s pleasures? On a sheet of paper write 3 paragraphs (5 sentences each) list three ways in which the knowledge of death influences you.

  1. Objectives: Each student will be able to do the following:
  • TEKS 4 Astudents will be able to identify Metaphysical Conceits and paraphrase them.
  • TEKS 4 C compare and contrast the effects of different of Poetry across genres.
  • TEKS4 B analyze the moral dilemmas presented in a Poem and analyze them according to their Metaphysical Conceits.
  1. Instruction: Students will be allowed to ask questions to read another Poem by Donne, Meditations 17. We will continue to look for similar traits and characteristics of his Poetry and connect them with his life and Metaphysical Poetry. We will continue to identify literary devices that point to a theme.
  1. Assess Mastery / Higher Order Thinking: Question students concerning their Reading Lists. Ask the following:
  • What Metaphysical Conceits do you see?
  • Paraphrase them?
  • Pair up in groups. Try and write a Metaphysical Conceit.
  • How do Metaphysical Conceits infer a Theme? (textual evidence)
  • Do see any use of diction, repetition, or other literary devices that points to the theme?
  • Homework: write a thee paragraph biography on John Donne.

Wednesday, September 3, 2014

  1. Focus: Read The World is Too Much with Usby William Wordsworth. Interpret: To what powers does the speaker refer when he says that these two activities lay waste our powers? Evaluate: Do you agree with the speaker’s negative opinion of getting and spending? Why or why not?
  1. Objectives: The students will be able to do the following:
  • Compare and contrast works of Wordsworth and to other Romantic Poets and how they express a universal theme.
  • Evaluate the changes in sound, form, and figurative language in poetry across the Romanticism period. How are the Metaphysical poets different? What similarities do you see?
  • Identify more literary devices and articulate how they attribute to the theme?
  1. Instruction: Ask the students to share their responses to the focus activity. Read I Wander Lonely As a Cloud by Wordsworth on the following page (808). Break up into groups of three in order to discuss literary devices and how they are used to point towards Themes. Read the Poems out loud, and we will discuss it as a class.
  1. Assess Mastery / Higher Order Thinking: Homework: read from the Grasmere Journals on page 809. This journal entry was taken from Wordsworth’s sisters journal. He received much inspiration from her during their walks. Write 10 sentences describing how the purpose of the journal entry was different from the poem.

Thursday September 4

Focus: Read She Walks in Beauty Lord Byron. Write a paragraph (10 sentences) describing how the speaker embodies the ideals of Romanticism.

Objective: Compare and contrast works of literature that express a universal theme.

Instructions. Read “To a Skylark” by Percy Shelly. To what things does the speaker compare the skylark? In the Speaker’s eyes, what makes the skylark different from humans and its song different from human songs?

Assess Mastery / Higher Order Thinking: In lines 101-105, what does the speaker want the skylark to teach him, and what would he do with this knowledge?

Friday, September 5, 2014

  1. Focus: We will be writing about the Poems that we have been reading in class. Brainstorm about what Poem or Poems you might want to write about. You might choose to interpret a poem. That would require you to look for metaphors, similes, and other literary devices and paraphrase them. Then, explain how they lead to a theme. Or, you might evaluate a poem and explain how imagery or personifications used makes the poem an example of a certain movement that we have covered, such as Romanticism or the Cavalier Poets. Or, you might compare and contrast two poems; for example, you might compare and contrast two Romantic Poets or poems and interpret or evaluate how they are different or similar. For your paper, you should research the author’s biography and the historical context during the time in which it was written. This should enhance your interpretation or evaluation. A bibliography will be required.
  1. Objectives: The students will be able to do the following:
  • Analyze how the author’s patterns of imagery and conceits reveal theme, set tone, and create meaning in metaphors and similes.
  • Demonstrate how certain Poets or Poems have characteristics to their movement (such as cavalier or Romanticism).
  • Write an interpretation of a literary text.
  1. Instruction: Students will write an outline for their essay. Instruction will be given on how to write the outline properly.
  1. Assess Mastery / Higher Order Thinking: Students will use skills that have been modeled to create their own interpretation of a poem or poems and demonstrate mastery over identifying themes through literary devices.
  1. Materials: Text