Creating Meaning Through Poetry

1. Creating Meaning Through Poetry Wednesday 10, 2012 Enter the classroom silently. Retrieve any materials you may need. Place your vocabulary homework on your desk. Begin reading silently.

2. Power Words 1 • Clear your desk of all materials. • You have 8 minutes to complete this quiz. • Do your best! Abstract Benevolent Devious Diligent Eccentric Pertinent Plausible Arbitrary Cognizant  Stringent

3. TABOO! • Class splits into two groups • Volunteer from each group • Try to get the audience to guess the word without mentioning any of the words on your card. • What does this remind you of!?

4. Today’s Objective… • SWBAT analyze a poem’s meaning by paraphrasing sections of the poem. • SWBAT identify and analyze the use of figurative language in a poem.

5. Essential Questions for This Unit • How does poetry serve as a form of self-expression and advocacy? • How does a poem create multiple layers of meaning? • Relevancy…

6. Figurative Language • Figurative language is language that uses words or expressions with a meaning that is different from the literal interpretation. When a writer uses literal language, he or she is simply stating the facts as they are. Figurative language, in comparison, uses exaggerations or alterations to add to the purpose or meaning. Figurative language is very common in poetry, but is also used in prose and nonfiction writing as well. • Experts…

7. Review! • Emelia moved through the room like a cool summer breeze. • The house shivered in the cold winter wind. • Shade was as sad as a basset hound when she heard he news. • The news that she had won the sweepstakes was a dream come true to Tiffiny. • The wind sang a song of melancholy as it whistled through the field.

8. Review • Ivan’s room was bigger than a castle. • My thoughts are so deep they can be found at the bottom of the ocean. • Like a soldier marching into battle, Kai went to meet with the principal. • After the game, Pablo said “beating their soccer team was easier than an alphabet test.”

9. I don’t get it… • Some people struggle with reading and writing because they don’t see the symbolism or themes • How do you extract meaning from literature? • Answer: You make it up. Seriously

10. Creating Meaning • “Making it up” in English is also called “creating meaning” • You do this by making personal connections to the text and using your prior knowledge about the world to think of what the author might be trying to say

11. Key Points: Steps to Creating Meaning • 1.) Look at the title • Does it tell you anything about what the poem might mean? • 2.) Circle vivid key words or phrases • Do they help you visualize? Do they elicit an emotion? • 3.) What do you know about these words? • From your life or from what you know, what do you associate with those words? • Example: “rain” I know that crops need rain to survive, so life depends on rain and water. Therefore, rain might symbolize something that sustains or rejuvenates life. • 4.) Connect the meaning of those key words to a universal message and/or emotion

12. “My Life Closed Twice Before Its Close” by Emily Dickinson My life closed twice before its close— It yet remains to see If Immortality unveil A third event to me. So huge, so hopeless to conceive As these that twice befell Parting is all we know of heaven. And all we need of hell.

13. Things to Look For: Repetition My life closed twice before its close— • I notice that it says life “closed” – that might mean “end” or “death” • How can your life end twice before you die? • I’ll keep reading to find out! • Authors often repeat words or phrases to emphasize an important point

14. Things to Look For: Figurative Language It yet remains to see If Immortalityunveil A third event to me. • I notice that “Immortality” is capitalized. That means it’s important – Dickinson is also giving Immortality the ability to “unveil” – that’s called personification! • Personification: giving human traits or actions to animals or objects

15. It yet remains to see If Immortality unveil A third event to me. • I also notice that it mentions a “third event” – maybe the first two “closes” of life are the first two events? • What might these events be?

16. Ask yourself questions • When is parting associated with heaven? • Death • When is parting associated with hell? • Pain, loss – what kind of parting might have happened twice that the narrator thinks might happen again? • What kind of loss or parting is associated with hopelessness? • Maybe lost love? My life closed twice before its close— It yet remains to see If Immortality unveil A third event to me. So huge, so hopeless to conceive As these that twice befell Parting is all we know of heaven. And all we need of hell.

17. Reviewing Key Points: Steps to Creating Meaning • 1.) Look at the title • Does it tell you anything about what the poem might mean? • 2.) Circle vivid key words or phrases • Do they help you visualize? Do they elicit an emotion? • 3.) What do you know about these words? • From your life or from what you know, what do you associate with those words? • Example: “rain” I know that crops need rain to survive, so life depends on rain and water. Therefore, rain might symbolize something that sustains or rejuvenates life. • 4.) Connect the meaning of those key words to a universal message and/or emotion

18. Window pane: Group Work • Move your desks so that all group members are facing each other. Get seated in the groups Ms. Cohen assigned. • Read the “role” cards that Ms. Cohen assigned and discuss role responsibilities with group. • Read over your poem twice with your group. • Write the title of your poem in the center of your windowpane. • Find two examples of figurative language in the poem • As a group, paraphrase the poem by summarizing the main idea and finding textual evidence.

19. Window Pane Group Work • As a group, make a connection to the poem. • As a group, analyze the use of figurative language in the poem. • Draft your own definition of figurative language and write it in the center of your windowpane.

20. Window Pane Group Work During work time: • Every student is engaged and working on the task at hand. • Students are not completing other assignments or organizing their binders. • Students are not to leave their seat unless they are the “Materials Manager” in their group. • Students may raise their hand and wait silently if they have a question or concern. • Students must keep their voices low and only speak with their group members. Final product: • Neat • Accurate • Correct spelling and grammar • Follows all directions above

21. Exit Slip • Silently complete your exit slip in complete sentences. • DO YOUR BEST!