Course Profile
English, Grade 9 academic, Catholic
Unit 3
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© Queen's Printer for Ontario
Lead Board
Toronto Catholic District School Board
Wendy Schmidt, Manager
Course Profile Writing Team
Loretta Notten, (Lead Writer), Bishop Allen Academy
Ada Melino, (Writer), Madonna Catholic Secondary School
Clare O'Brien, (Writer), Father John Redmond Catholic Secondary School
Don Walker, (Writer), Bishop Allen Academy
Ann McGuire, (Writer), Loretto Abbey
Unit 3: Poetry
Activity 1 | Activity 2
| Activity 3 | Activity 4 | Activity 5 | Activity 6
Poetry calls upon the students to observe and reflect on the mystery and the spiritual essence of the world. Activities such as personal writing and collaborative learning demonstrate the students’ understanding of poetic forms and their growing awareness of their personal relationship with God, with others, with nature, and indeed with the world around them.
Ontario Catholic School Graduate Expectations: 1g, 2a, 4a, 4b, 5a, 7j.
Strand(s): Literature Studies and Reading, Language, Writing
Overall Expectations: LIV.01D, .03B; WRV.02D; LGV.01D, .02B.
Specific Expectations: LI1.01D,
.03B, .06-.07D; WR3.01D; LG1.04B, .05D, .06-.07B; LG2.05D.
|
Activity 1 |
Learning the Tools of the Trade: A Dictionary of Poetic Terms and Devices |
60 minutes |
|
Activity 2 |
Poetry Comes Alive: Reading and Exploration |
180 minutes |
|
Activity 3 |
The Sound of Poetry |
60 minutes |
|
Activity 4 |
The Shape of Poetry |
60 minutes |
|
Activity 5 |
It Takes Two to Make a Poem: The Poet and the Reader |
120 minutes |
|
Activity 6 |
The Power of My Pen: Creation of Personal Poetry |
120 minutes |
· The anthology of poems with personal responses (Activity 5) should be a summative assignment, as students should be drawing on the knowledge and skills they have acquired via their class study of poetry.
· The perspective from which teachers and their students explore the poetic form should be done cognizant of their sensitivity to God's hand in the universe.
· Reflect via response journals.
· Contribute to small and large group discussions.
· Engage in choral readings.
· Formulate written responses based on the study of poetic devices and forms.
· Participate in class readings of poetry, song and Psalms.
· Dramatize poetry via tableau, mime, and dramatizations.
· informal and formal teacher observation
· response journals
· choral reading via a checklist
· analysis questions
· anthology of student selected poems with personal responses
· collection of personal poetry
a poetry anthology, e.g., Poetry in Focus, Prism of Poetry, Departures
a dictionary of poetic terms
the Psalms
Time: 60 minutes
In this activity students become familiar with introductory poetic devices which help them in their study of poems. Students appreciate the evocative power of language to reflect who they are and the ability of words to help them become both reflective and creative thinkers.
Ontario Catholic School Graduate
Expectations:
5a - work effectively
as an interdependent team member;
7j - contribute to the common good.
Strand(s): Literature Studies and Reading, Writing, Language
Overall Expectations:
LIV.03B
- identify and explain the effect of specific elements of style in a variety of
literary and informational texts.
Specific Expectations:
LI1.06B - use specific references from a text to
support opinions and judgments.
·
Have a number of texts available with a variety of
literary terms.
·
While this activity is used to introduce students to
relevant poetic devices, the dictionary students develop should be employed
throughout this unit.
·
Students are responsible for knowing the following
poetic terms: simile, metaphor, personification, onomatopoeia, imagery, oxymoron,
alliteration, diction, rhyme, rhythm, cacophony, assonance, euphony, figurative
language, and symbol.
·
Notify students that there is a summative assignment
(Activity 5) where they are invited to select favourite poems to inspire a
personal response. Students are to be mindful of this fact as they are
introduced to the various poems in this unit.
·
proper use of a dictionary and/or glossary
·
the difference between prose and poetry
·
The teacher elicits initial student reaction to the
study of poetry using the following focus questions: What is the difference
between how you read a novel and a poem? What feelings come to mind when you
think of poetry?
·
The teacher distributes a sheet with the key poetic
terms that aid students in their study of poetry for this unit.
·
Students write a poem about an assigned topic, such as
their locker, that employs three of the devices they feel they recognize from
the sheet. Students should be encouraged to share their creations and identify
the devices they intend to use.
·
Students form groups of four and research the formal
definitions for all of the terms found on their sheet, thus creating their own
personal Dictionary of Poetic Terms. For
each definition they supply, students provide one example of the identified
term being employed.
·
The teacher facilitates a discussion to take up their
terms and share examples.
Formative Assessment:
·
Roving conferences
·
Informal teacher observation of the group process
Summative Assessment:
·
Poetry collections for incorporation of poetic devices
in their poetry (Activity 6)
·
Poetry anthologies for ability to identify poetic
devices in their personal responses (Activity 5)
· A scribe as required (a peer from the group using NCR paper)
· Teachers should ensure heterogeneous groupings
Dictionary of literary terms, such as:
· Inside Poetry. HBJ.
· A Glossary of Literary Terms. Abrams.
· A Dictionary of Literary Terms. Holman.
· Prism of Poetry. Prentice-Hall.
Oxford Dictionary of English.
Time: 180 minutes
In this activity students are introduced to a variety of poetic forms, e.g., the ballad, the lyric, the sonnet, and the narrative. A variety of poets are also explored. An emphasis on Canadian poets is recommended, e.g., Alden Nowlan, Margaret Atwood, Raymond Souster, Gwendolyn McEwen, E. J. Pratt, Earl Birney, Elizabeth Brewster, Michael Ondaatje, and Susan Musgrave. Other favourites include Robert Frost, William Shakespeare, William Wordsworth, Elinor Wiley, Emily Dickenson, and Christina Rossetti. In exploring the thematic concerns of the poems, students are encouraged to see God’s hand at work in both the creation of the universe and in the eternal cycle of human relationships.
Ontario Catholic School Graduate
Expectations:
1g - understand that one's purpose or call in life comes from God and strive to discern and live out this call throughout life's journey;
2a - listen actively
and critically to understand and learn in light of gospel values;
4a - demonstrate a
confident and positive sense of self and respect for the dignity and welfare of
others;
4b - demonstrate
flexibility and adaptability;
5a - work effectively
as an interdependent team member;
7j - contribute to the common good.
Strand(s): Literature Studies and Reading, Language, Writing
Overall Expectations:
LIV.01D - read and demonstrate an understanding of a variety of literary and informational texts, from contemporary and historical periods;
LIV.03B - identify and explain the effect of specific elements of style in a variety of literary and informational texts;
WRV.02D - identify the literary and informational forms suited to various purposes and audiences and use the forms appropriately in their own writing, with an emphasis on supporting opinions or interpretations with specific information;
LGV.01D - use knowledge of vocabulary and language conventions to speak, write, and read competently using a level of language appropriate to the purpose and audience;
LGV.02B - use listening techniques and oral communication skills to participate in classroom discussions and more formal activities, such as storytelling, role playing, and reporting/presenting, for specific purposes and audiences.
Specific Expectations:
LI1.01D - describe information, ideas, opinions, and themes in print and electronic texts they have read during the year from different cultures and historical periods and in a variety of genres, including novels, short stories, plays, poems, biographies, short essays, articles from newspapers magazines, and encyclopedias;
LI1.03B - describe a variety of reading strategies and select and use them effectively before, during, and after reading to understand text;
LI1.06B - use specific references from a text to support opinions and judgments;
LI1.07D - explain how readers' different backgrounds might influence the way they understand and interpret a text;
WR3.01D - use a unifying image, mood, or voice to structure descriptive paragraphs or poems;
LG1.04B - select words and phrases appropriate to informal and formal styles, to suit the purpose and intended audience of oral and written work;
LG1.05D - recognize, describe, and use correctly, in oral and written language, the language structures of standard Canadian English and its conventions of grammar and usage;
LG1.06B - recognize, describe, and correct sentence errors in oral and written language;
LG1.07B - recognize, describe, and use correctly, in oral and written language, the conventions of standard Canadian English for spelling, capitalization, and punctuation.
· The teacher uses a combination of teaching strategies to invite students to explore poems.
· Students use the dictionaries developed in Activity 1 to guide them through their study of this activity.
· Students are encouraged to bring in their favourite poem to share with their classmates, either in a small group or as part of a large group discussion. This poem could later be included in their personal poetry anthology (see Activity 5).
· The teacher is to be sensitive to the community in which he/she is delivering the curriculum. Poems should be selected to reflect the cultural diversity and needs of the students in the community and to highlight the power of poetry to enhance the students’ spiritual journey.
· Lead students through the explication of their first poem. Attention should be given to highlighting poetic devices that have been employed and the various levels on which a poem can be read, i.e., literal versus figurative meaning.
· Students should be encouraged to bring in their favourite poem to share with their classmates, either in a small or large group discussion. This is the culminating activity on the first day.
· The teacher introduces the different styles of poetry to be studied, i.e., the ballad, the lyric, the sonnet, and the narrative. The teacher should introduce two styles of poetry each day, i.e., the ballad and narrative on one day, the sonnet and the lyric on the second day.
· Students are assigned poems representing the styles of poetry under study. On the day the ballad and the narrative are studied, divide students into groups of four, with each group explicating one ballad or one narrative. Each group then presents their explication to the whole class. The next day the process is repeated for the lyric and the sonnet. By the end of the two classes (120 minutes), each group has presented two poems to the class.
· The teacher assigns response journals as he/she deems appropriate. The use of response journals is excellent "practice" for Activity 5.
Formative Assessment:
·
Informal teacher observation of collaboration and co-operation
· A checklist for assessing the group process (see Appendix 1.1)
· Heterogeneous groups
SightLines 9. Prentice-Hall.
ResourceLines 9/10. Prentice-Hall.
Poetry in Focus. Globe Modern Curriculum Press.
Prism of Poetry. Prentice-Hall.
Departures. Nelson.
Inside Poetry. HBJ.
Tracing One Warm Line. Breakwater Books.
Time: 60 minutes
In this activity the teacher reviews sound devices as they contribute to the overall understanding and dramatic presentation of the poem. The teacher uses this activity as an opportunity to bring in a selection of music, highlighting for students how poetry can form the lyrics of a song and can be further reinforced by the addition of a melody. Students are then invited to create their own dramatic reading of a selected poem.
Ontario Catholic School Graduate
Expectations:
4a - demonstrate a confident and positive sense of self and respect for the dignity and welfare of others;
4b - demonstrate flexibility and adaptability;
5a - work effectively as an interdependent team member;
7j - contribute to the common good.
Strand(s): Literature Studies and Reading, Language, Media
Overall Expectations:
L1V.01D - read and demonstrate an understanding of a variety of literary and informational texts from contemporary and historical periods;
L1V.03B - identify and explain the effect of specific elements of style in a variety of literary and informational texts;
LGV.01D - use knowledge of vocabulary and language conventions to speak, write, and read competently using a level of language appropriate to the purpose and audience;
LGV.02B - use listening techniques and oral communication skills to participate in classroom discussions and more formal activities, such as storytelling, role playing, and reporting/presenting, for specific purposes and audiences;
MDV.02D - use knowledge of a variety of media forms, purposes, and audiences to create media works and describe their intended effect.
Specific Expectations:
LI1.03B - describe a variety of reading strategies and select and use them effectively before, during, and after reading to understand texts;
LG1.04B - select words and phrases appropriate to informal and formal styles, to suit the purpose and intended audience of oral and written work;
MD1.02D - identify how elements of media forms are used in a variety of media works and explain the effects of different treatments;
MD2.01D - adapt a work of literature to another media form and determine what aspects have been strengthened and/or weakened by the adaptation.
· Review the following sound devices for students: alliteration, assonance, cacophony, euphony, onomatopoeia, rhyme, and rhythm.
· Bring in a selection of music. Possibilities include either a contemporary artist, i.e., Harry Chapin, Bruce Springsteen, Sarah McLachlan, Bare Naked Ladies, Lyle Lovett, Jan Arden, Loreena McKinnitt, Paul Simon, Kate Bush, Chris DeBurgh, Don McLean, and Billy Joel; and/or a hymn, either traditional or contemporary, e.g., the Gregorian chants, On Eagle’s Wings, Be Not Afraid, One Bread, One Body, Amazing Grace, Morning has Broken, which highlights for students the beauty of poetry when lyrics are combined with a melody. Another possibility is presenting a Psalm that has been turned into a hymn, e.g., Psalms 18 and 23.
· When inviting students to do their own dramatic reading, teachers give attention to selecting poems that lend themselves to an effective exploration of the musical aspects of poetry, e.g., The Highwayman, The Raven, Richard Cory, The Cremation of Sam McGee, Break, Break, Break, and excerpts from The Rime of the Ancient Mariner.
· As well, when preparing their dramatic readings, encourage students to explore the use of tableaux, mime, and/or choral reading in their dramatization.
·
an introductory understanding of sound devices (see
Activity 1)
· Review sound devices introduced in Activity 1.
· Play a selection of music. Teacher and students read the lyrics first and then play the song, highlighting the effect of adding a melody to the lyrics. Students explore the intimate connection of poetry and song.
· Students form groups of four.
· Distribute a new poem to each group and the teacher.
· Students prepare a dramatic reading of the poem for the class and highlight the sound devices they felt were employed by the poet, as well as a small discussion of their understanding of the poem’s content.
Formative Assessment:
·
Informal teacher observation of collaboration,
co-operation, and focus
Summative Assessment:
· Dramatic reading of the poem via a checklist (see Appendix 3.1)
· Sound effects can be contributed by students with communication exceptionalities.
· See Planning Notes for suggestions of recommended musical artists, hymns, and poems.
· See previous activity for recommended texts.
Time: 60 minutes
In this activity students explore the visual nature of poetry and how the structure can be used to complement the content.
Ontario Catholic School Graduate
Expectations:
4a - demonstrate a
confident and positive sense of self and respect for the dignity and welfare of
others;
7j - contribute to the common good.
Strand(s): Literature Studies and Reading, Writing, Language
Overall Expectations:
L1V.01D - read and demonstrate an understanding of a variety of literary and informational texts, from contemporary and historical periods;
L1V.03B - identify and explain the effect of specific elements of style in a variety of literary and informational texts;
WRV.02D - identify the literary and informational forms suited to various purposes and audiences and use the forms appropriately in their own writing, with an emphasis on supporting opinions or interpretations with specific information;
LGV.01D - use knowledge of vocabulary and language conventions to speak, write, and read competently using a level of language appropriate to the purpose and audience.
Specific Expectations:
LI1.01D - describe information, ideas, opinions, and themes in print and electronic texts they have read during the year from different cultures and historical periods and in a variety of genres, including novels, short stories, plays, poems, biographies, short essays, articles from newspapers, magazines, and encyclopedias;
LI1.03B - describe a variety of reading strategies and select and use them effectively before, during, and after reading to understand texts;
WR3.01D - use a unifying image, mood, or voice to structure descriptive paragraphs or poems;
LG1.04B - select words and phrases appropriate to informal and formal styles, to suit the purpose and intended audience of oral and written work.
· In this activity the forms of poetry that a teacher could introduce include the haiku, the cinquain, the limerick, the diamante, the concrete poem, the tanka and found poetry.
· In an activity of this limited time length, the teacher chooses judiciously from the above list as to which forms he/she would most like to explore with the class.
· This activity emphasizes an examination of both the physical shape of poetry, as well as formulaic poetry.
· The poems students create in this activity could be entered into students’ personal poetry collection, (Activity 6).
· The teacher introduces two to four styles of formulaic poetry via a teacher-directed lesson.
· The teacher emphasizes the conventions of the poetic form using examples to highlight the structure.
· Students create their own formula/shape poems. Chart paper or blackboards should be made available to students, so that they can share their creations with the whole class.
· Provide prompts to help students in the creation of their poems.
Summative Evaluation:
·
Poems may be submitted in their personal poetry
collections (Activity 6).
· A peer scribe can take notes on the conventions of the poems presented
· A peer to assist students in the composition or revision of their poetry
ResourceLines 9/10. Prentice-Hall.
Prism of Poetry. Prentice-Hall.
Poetry in Focus. Globe Modern Curriculum Press.
Departures. Nelson.
Time: 120 minutes
In this activity students are given an opportunity to “dialogue” with poetry. They select a number of poems with which they feel a strong personal connection and write a personal response to each. They draw upon not only personal thoughts and feelings, but also the devices and conventions to which they have been introduced in this unit.
Ontario
Catholic School Graduate Expectations:
1g - understand that one's purpose or call in life comes from God and strive to discern and live out this call throughout life's journey;
4b - demonstrate flexibility and adaptability;
7j - contribute to the common good.
Strand(s): Literature Studies and Reading, Writing, Language, Media
Overall Expectations
L1V.01D - read and demonstrate an understanding of a
variety of literary and informational texts, from contemporary and historical
periods;
L1V.03B - identify and explain the effect of specific elements of style in a variety of literary and informational texts;
WRV.02D - identify the literary and informational forms suited to various purposes and audiences and use the forms appropriately in their own writing, with an emphasis on supporting opinions or interpretations with specific information;
LGV.01D - use knowledge of vocabulary and language conventions to speak, write, and read competently using a level of language appropriate to the purpose and audience;
MDV.01D
- use knowledge of the elements, intended audiences, and production practices
of a variety of media forms to analyze specific media works.
LI1.01D - describe information, ideas, opinions, and themes in print and electronic texts they have read during the year from different cultures and historical periods and in a variety of genres, including novels, short stories, plays, poems, biographies, short essays, articles from newspapers, magazines, and encyclopedias;
LI1.03B - describe a variety of reading strategies and select and use them effectively before, during, and after reading to understand texts;
LI1.06B
- use specific references from a text to support opinions and judgments;
LI1.07D - explain how readers' different backgrounds might influence the way they understand and interpret a text;
WR3.05D - structure expository paragraphs using a topic sentence, supporting sentences to develop the topic, connecting words to link the sentences, and a concluding sentence;
LG1.04B - select words and phrases appropriate to informal and formal styles, to suit the purpose and intended audience of oral and written work;
LG1.05D
- recognize, describe, and use correctly, in oral and written language, the
language structures of standard Canadian English and its conventions of grammar
and usage;
LG1.06B
- recognize, describe, and correct sentence errors in oral and written
language;
LG1.07B - recognize, describe, and use correctly, in oral and written language, the conventions of standard Canadian English for spelling, capitalization, and punctuation;
MD1.02D - identify how elements of media forms are used in a variety of media works and explain the effects of different treatments;
MD1.03D
- compare and explain their own and their peers' reactions to a variety of
media works.
·
Students may look at sources other than the class text
to find poetry which resonates with them. Possibilities include other
anthologies, CDs or tapes, and the Internet.
·
This activity could be assigned in conjunction with
Activity 6 (see Appendix 3.2 for a
sample of how this assignment could be structured).
·
Students begin this activity in class, but the
expectation is that students complete the assignment on their own time and submit
their final product approximately one week later.
·
The anthology could be submitted, as a sample, to
students’ writing portfolios (see Unit 6, Activity 2).
· knowledge of poetic terms and devices as outlined in Activity 1 and 3 of this unit
·
The teacher introduces the concept of personal response
to poetry using a teacher or student model. Concepts to be highlighted include
a close and careful reading of the text. While a poet may be inviting certain
readings, other readings may be excluded by the deliberate choice of language
and structure.
·
The teacher distributes the assignment and outlines the
expectations (see Appendix 3.2).
·
Students select a number of poems, approximately five,
which they feel resonate with them. For each poem selected they write a
personal response. Reponses should include not only personal reasons for the
appeal of the poem, but also a discussion of the poem’s themes and stylistic
devices which contribute to its overall effect.
·
Students use some class time to read, conference about,
and edit their peers’ responses.
Formative Assessment:
·
Roving conferences regarding responses and
comprehension of concepts
Summative Assessment:
·
Holistic evaluation, supported by anecdotal feedback
· An audio-taped response
· Reduce the number of responses required
Poetry anthologies (See previous activities.)
CDs, tapes
Internet sites
Time: 120 minutes
Students are now ready to write their own poetry. This activity is closely connected with the previous one and may be submitted together with their response anthologies. Students draw upon the skills and poetic devices to which they have been exposed throughout this unit. They also have an opportunity to experience the power of their own imagination and inner voice, as well as the power they possess with their own pens.
Ontario Catholic School Graduate Expectations:
1g - understand that one's purpose or call in life comes from God and strive to discern and live out this call throughout life's journey;
2c - present information and ideas clearly and honestly and with sensitivity to others.
Strand(s): Writing, Language
Overall Expectations:
WRV.02D - identify the literary and informational forms suited to various purposes and audiences and use the forms appropriately in their own writing, with an emphasis on supporting opinions or interpretations with specific information;
LGV.01D - use
knowledge of vocabulary and language conventions to speak, write, and read
competently using a level of language appropriate to the purpose and audience.
Specific Expectations:
WR3.01D - use a unifying image, mood, or voice to structure
descriptive paragraphs or poems;
LG1.04B - select words and phrases appropriate to informal and formal styles, to suit the purpose and intended audience of oral and written work;
LG1.05D - recognize, describe, and use correctly, in oral and written language, the language structures of standard Canadian English and its conventions of grammar and usage;
LG1.07B
- recognize, describe, and use correctly, in oral and written language, the
conventions of standard Canadian English for spelling, capitalization, and
punctuation.
·
This activity could be assigned in conjunction with
Activity 5 (see Appendix 3.2 for a
sample of how this assignment could be structured).
·
The time assigned for this activity could be used
either to commence their personal poetry writing or as an opportunity to share
their work with their peers.
·
Teachers may use their discretion as to the number and
types of poems to be included.
·
Students are encouraged to make their poetry
aesthetically pleasing, but teachers should caution students regarding
appropriate use of media/artistic images.
·
This activity might provide teachers with an
opportunity to conference/team-teach with an art teacher.
·
Encourage students to access the Internet as a source
for artwork to complement their own poetry, with again a caution towards
judicious use of appropriate images.
·
Any poetry they have written throughout this unit may
be included in their collection.
·
Finally, the poetry collection itself could be included
as a sample in the writing portfolio (see Unit 6, Activity 2).
·
poetic devices previously introduced
· The teacher outlines the expectations of this assignment.
· The teacher provides students with some prompts or brainstorming opportunities to begin their poetic process, e.g., photographs from magazines, paintings, providing an opening line, asking students to translate a story they have read into poetry.
· The teacher uses discretion as to the number and type of poems required for this activity.
· Students should be encouraged to incorporate the use of poetic technique and devices in their work.
· Students use class time to initiate their writing, but the majority of their work for this assignment should be completed on their own time.
· The teacher provides an opportunity for students to conference about and/or share their work with their peers.
Formative Assessment:
· Roving conferences
Summative Assessment:
· Holistic grade supported by anecdotal feedback
·
Reduction of the number or type of poems required
·
A scribe as required
The web
Prism of Poetry. Prentice-Hall.
Poetry in Focus. Globe Modern Curriculum Press.
Departures. Nelson.
SightLines. Prentice-Hall.
Crossroads. Gage.
Continue to Unit 4 | Back to Unit 2 | Back to Course
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