Student: ______Unit 4: “Nature as a Metaphor: A Sense of Time and Place” (Poetry)

Class: CHS Honors English 10 Grade: 10 Teacher: B. Davis Dates: Jan 2 – Feb 6

Unit Objectives:

1. This unit is intended to introduce and/or reinforce the basic elements of poetry while providing students with the opportunity to compare/contrast various types of cultures and literature. 2. This unit is a five-week unit that will contain TWO quizzes over the material covered. This guide provides students with a set of study guide questions, vocabulary words, and dates and deadlines for student assessments and enrichment activities. Be sure to meet ALL deadlines for submissions—failure to do so will result in a ZERO for the activity not submitted. 3. Mandatory assignments include to two quizzes over the unit and Enrichment Activities to help reinforce the material covered in the unit (this also includes Study Island assignments and exams). 4. Student Practice Work listed below IS NOT mandatory. It is intended to guide your learning. You WILL NOT receive a grade for the practice work, but if you submit the work on the quiz date, you will receive 10 BONUS POINTS on that particular quiz. Moreover, in order for students to be eligible for quiz retakes, students must complete the practice work before they will be allowed to retake the quiz/exam/etc. This may be completed individually or in a tutoring session.

*Q&A / Class Discussions will take place the last 30 minutes of class EVERY Tuesday and Thursday.*

*Have your questions, comments, concerns, etc. prepared.*

Mandatory Unit Enrichment Activities:

Activity 1 Due Date: 17 Jan 2014 Activity 2 Due Date: 7 Feb 2014

Students MUST choose two Enrichment Activities to complete within the Unit. One must be a writing activity, while the other may be a project. An additional writing activity is fine. Each activity is a 100 point grade. Literature Circle activities will be offered as bonus points to be used anywhere within the unit and cannot be completed until the other enrichment activities have been submitted. *Rubrics and Requirements sold separately*

Activity Description

Complete the assigned introduction worksheet on types of poetry and poetic elements. Submit to your tray when Unit Intro Worksheet completed.

Read the poem, “The Fish,” and then complete the following: Perform two acts of kindness in a day or two. Chart what Newspaper Article: Acts you did, who you did it for, how that person reacted, and how it made you feel. After completing the chart(s) given, of Kindness write a 2-3 page article for a fictional newspaper in which you describe what you did and attempt to persuade others to follow your lead.

Literary Analysis: Write a 2-3 page analytical essay in which you critique (compare/contrast) any of the following poetic elements (tone, Poetry Critique mood, figurative language, and sound devices) in AT LEAST 2-3 poems.

Two of the poems in this unit concern themselves with forms of music native to America and which are distinct forms originated in the African-American world of the 19th century. Using the library and/or online sources, research the listed Research Project: jazz and blues musicians and provide biographical information on each, the characteristics of the music produced by Jazz and Blues each, and examples from their catalogue of music. This may be completed in a 2-3 page essay or in a presentation- based format. The poem “Glory” mentions four baseball greats: Jackie Robinson, Willie Mays, Josh Gibson, and Satchell Paige. Research Project: Research all four players and create a “Fakebook” page for each of the players that displays all the research you Baseball Greats gathered.

Based on the pre-writing activities included with this activity, choose one of the three forms of poetry (tanka, sonnet, or Project: Poetry in Art villanelle) and write a poem in that form. After you have written your poem, create a poster that displays your poem and pictures which represent the theme(s) of your work.

Literature Circle Students assume various roles to analyze and then discuss a selection of poems from the unit. (Bonus Activity)

*All writing and research activities must include a peer review and Grammarly report.* Student: ______Student Practice Work

Directions for Completion & Submission:

1. Key Terms: Students will see these in some form on the unit assessments. The terms with an asterisk (*) are concepts to apply to your analysis of the texts read in the unit. The other terms are vocabulary words from the various readings. On your own paper, write the term and its definition (these can be found in your textbook and in dictionaries—weird how that works, huh?). 2. Read each of the assigned poems. Pay attention to footnotes in the text (they help you understand obscure terms and references). Also, when reading poetry, remember: you read for punctuation, not by the line. That is, if a period or comma is in the middle of a line, that’s where the “pause” is—not at the end of each line (unless there is punctuation there). Get it? Good. 3. Answer each of the Study Guide and Points of Emphasis questions. These are intended to guide your reading and understanding of the texts. Be sure to RESTATE THE QUESTION in your answer in order to establish a topic sentence (or purpose for writing) in your answer. You also can then read your notes without having to have this sheet in your possession. Answer these on your own paper. 4. Staple your Key Terms and Study Guide Questions and submit to your tray on test day. 5. In order to be eligible for retakes, you must submit this work. If submitted on the day of the exam, students will receive 10 bonus points on the exam. (No grade will be given for the practice work).

Unit Readings Key Terms Study Guide Questions & Points of Emphasis 1. Which of the poems from the first selection best exemplifies narrative poetry? Explain your answer in 2-3 sentences by defining the term and providing TWO examples 1. Narrative Poetry* from the text(s) to support your argument. 2. Lyric Poetry* 2. Which of the poems from the first selection best exemplifies lyric poetry? Explain your 3. Imagery* answer in 2-3 sentences by defining the term and providing TWO examples from the 4. Sonnet* text(s) to support your argument. 1. The Bridegroom, 5. Villanelle* 3. Provide AT LEAST THREE examples of imagery from the poetry selection. p. 594 6. Rhyme Scheme* 4. Summarize “The Bridegroom” in five sentences. 4 2. The Guitar, p. 601 1 7. Foreboding 5. By the end of “The Bridegroom,” what can you assume about Natasha and the 0

2 3. Spring and All, p. 8. Monotonously bridegroom? n 614 a

J 9. Venerable 6. To what is the “The Guitar” compared? Why does the speaker love the guitar? 4. Mowing, p. 616 6

1 10. Anguish 7. What feeling is conveyed by the imagery in “The Guitar” and “Spring and All”?

: 5. My City, p. 630

e 11. Stark 8. To which senses do “Spring and All” and “Mowing” appeal? Provide examples to t 6. Do Not Go Gentle a 12. Clenching support your argument.

D Into That Good

z 13. Clustering 9. Who is the speaker of “Mowing” and what does he/she hear and describe? i Night, p. 633 u 14. Threshold 10. What will the speaker of “My City” most regret losing when he dies?

Q 7. The History of the 11. Who does the speaker in “Do Not Go Gentle Into That Good Night” address and what Guitar, p. 623 *These terms are advice does he/she give to this audience? concepts to be 12. Which word is repeated the most in “Good Night”? Provide 2 reasons why you think the applied to your poet wrote this way. analysis of the 13. Identify and describe the form/structure of “My City” and “Do Not Go Gentle Into That poems. Good Night.” 14. How are the two previous poems similar? Different? 15. What are the major theme(s) of each poem? Unit Readings Key Terms Study Guide Questions & Points of Emphasis Student: ______1. For each of the poems, describe/explain the speaker’s tone and the mood created by 1. Tone* / Mood* the poem and the effect on the reader. 2. Figurative 2. Provide AT LEAST THREE examples (each) of simile, metaphor, and personification Language / from the poetry selections. Be sure to identify the poem from which you provide your Figures of examples of figurative language. Speech* 3. Provide AT LEAST THREE examples (each) of alliteration and onomatopoeia from the 3. Analogy* / Simile* 1. The Bean Eaters, poetry selections. Be sure to identify the poem from which you provide your examples / Metaphor* / p. 649 of sound devices. Personification*

4 2. La Belle Dame 4. In “The Bean Eaters,” why does Brooks choose beans as the couple’s main food? What

1 4. Sound Devices: 0 sans Merci, p. 650 does she want to convey by this? 2

Alliteration* / b 3. Glory, p. 666 5. What is the couple doing as they eat? What does the speaker mean by the couple e Assonance* / F

4. Metaphor, p. 668 remembers with “twinklings and twinges”? 6

Consonance* / : 5. The Weary Blues, 6. In “La Belle Dame sans Merci,” identify and describe the knight and the lady. What e Onomatopoeia* t p. 682 information is the reader given about them? What actions occur during the poem? a 5. Haggard D

6. Jazz Fantasia, p. What traits do they possess? Etc. z 6. Sojourn i 685 7. What does the outer world represent in “La Belle…”? u 7. Pallor Q 7. Feel the City’s 8. What are the “married teenagers” in “Glory” doing? What purpose does this activity 8. Ebony Pulse? It’s Be- serve? 9. Melancholy Bop, Man!, p. 697 9. In “Metaphor,” what does each morning represent? What do the “bright words” and the “dark words” represent? *These terms are 10. What is the pianist in “The Weary Blues” doing when he makes the piano “moan with concepts to be melody”? What is the speaker doing? What is the setting? applied to your 11. What are the “blues” the pianist sings about? analysis of the 12. What is the speaker doing in “Jazz Fantasia”? What does the speaker mean by “can the poems. rough stuff?”