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Poetry. 8 th Grade English. Definition Jigsaw. In your group you each will be assigned a short list of terms to define, using the textbook. The majority of your terms can be found on pages 859-874. You will then share your definitions with the other members of your group.
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Poetry 8th Grade English
Definition Jigsaw • In your group you each will be assigned a short list of terms to define, using the textbook. The majority of your terms can be found on pages 859-874. • You will then share your definitions with the other members of your group. • If done correctly, everyone will end up with all of the definitions.
“Casey at the Bat” • page 650-652 • Number the stanzas • While reading the poem, mark and label the text for the following: • Imagery= I • Metaphor= M • Onomatopoeia= O • Hyperbole= H • Repetition= Re • Rhyme= R • Approximate Rhyme=AR • Ticket out the door!
“A Valentine for Ernest Mann” • Number the stanzas • Underline and labeleach of the following: • Simile= S • Metaphor= M • Personification= P • Complete graphic organizer Journal Prompt: On the back of your hand-out, write about an unusual gift you’ve given, or received. Ticket out the door!
Poetry Terms 1 Game Review • You may not use your notes. • Try your best. • If you don’t know one skip it and come back to it.
“O Captain! My Captain!” • Define Elegy • Number the lines by fives • Paraphrase each stanza • Find the extended metaphor by: • Circle the word that symbolizes something else then explain, at the bottom of the page, what each word represents. • Ticket out the door!
“Paul Revere’s Ride” • Number the Stanzas • Label the rhyme scheme for the first four stanzas. • Is there a pattern? • Paraphrase each stanza on your own sheet of paper. • State (write)the events that occurred in the beginning, middle, and end of the story. • Read the poem aloud in your groups. Now listen to the poem. How did Longfellow create the rhythm? • Ticket out the door!
“Cremation of Sam McGee” • Define Ballad • Mark the rhyme scheme for stanzas 1-5. • Underline the internal rhyme of stanzas 6-10. • Count out the number of syllables in each line of stanzas 2-3. • Define refrain. What is the refrain of this Ballad? • Ticket out the door!
Gary Soto: Author biography and historical context. • Silently read the brief biography about the author/poet’s life. • Number the paragraphs. • Underline the answers and label the question # in the biography. • Be prepared to share your markings with the class.
“Oranges” by Gary Soto • Number the lines by 5s. How many lines are in this poem? • Circle any words that refer to light. • Underline and label 2 examples of onomatopoeia. • Place brackets [ ] around the lines that contain a simile and label it. • Formulate some ideas as to what the images of light used in the poem might symbolize. Jot down your ideas at the bottom of the poem. • Analyze the poem’s structure. What type of poem is “Oranges”? Explain how you know. • Ticket out the door!
Robert Frost: Author biography and historical context. • Number the paragraphs. • Silently read the brief biography about the author/poet’s life. • Circle the years. • Number important events in Frost’s life that led him to become a famous poet. • Be prepared to share your markings with the class. • Complete the questions on his biography.
“The Road Not Taken” by Robert Frost • Number the lines . • Underline the last word in every line. Mark the rhyme scheme. • Circle words or phrases that deal with travel or the road. • Identify the extended metaphor. • Be prepared to share your markings with the class. • Answer the analysis questions. • Ticket out the door!
“I Too Sing” by Langston Hughes • Read through the informational text. Number the paragraphs • Circle dates • Underline places • Box unfamiliar words • Highlight information relating to music. • Answer the questions about the informational text with complete sentences.
“I Too Sing” by Langston Hughes • Discuss why you think the art and poetry from Hughes’ setting was referred to as a renaissance.
“I Too Sing” by Langston Hughes • Read the poem again, Answer the questions with complete sentences and cite examples from the text. Be prepared to discuss as a class. • Who is speaking? • Why is the speaker told to go to the kitchen? • Why does the speaker laugh at them? • Describe the relationship between the speaker and “they.” • What poetic devices are used in this poem? • What kind of person is the speaker? • What type of poem is this? • What is the author’s tone? • Do you think the lack of formal structure is purposeful? Why or why not?
“I Hear America Singing” by Walt Whitman • Number the lines by fives. • What type of poem would Whitman’s be? • What poetic devices are in this poem? Underline and label the examples you find. • Who is singing in this poem? • Why are these people singing? • What is the tone of “I Hear America Singing”? –Explain • Hughes’ poem is in response to Whitman’s. What do you think he is trying to say to the previous poet? Write a two paragraph analysis comparing the tone and meaning behind these two pieces.
Figurative Language Review • Link to prezi
The Sea • Number all of the lines. • Read the poem silently. • Complete the analysis, using your notes as needed.
Still I Rise by Maya Angelou • Number the stanzas. • Write the definition of Allusion • Allusion: a reference to another piece of literature, history, myths, or religion. • Mark the text for Simile, Metaphor, Personification, and Allusion • Fill in the chart by first defining each term and giving three examples for each.
“I Wandered Lonely as a Cloud” William Wordsworth • Number the lines by 5’s • Mark the rhyme scheme for the entire poem. • Circle examples of Alliteration and Assonance, and label them. • Underline examples of Personification and Simile, and label them. • Fill in the chart listing the examples of the poetic devices you marked on the poem. • Be prepared to share you markings.
“I Wandered Lonely as a Cloud” William Wordsworth • Answer the following questions on the poem page . • Wordsworth compares daffodils to what? • In line 18, what does the word wealth refer to? • What does pensive mean in lines 19, 20? • Based on the words used what is the tone of this poem? • What does the term “inward eye” in line 21 refer to? • What is the poet trying to get the reader to understand in the second stanza, when he uses the phrase “They stretched in never-ending line” ?
Independent Poem • Choose from the poems on the following pages: • 162 475 562 643 644 658 • Once you have selected a poem, read it silently and complete the analysis for it. • We will be taking Rhyme scheme quiz 2.
Figurative Language Illustration • Look back through all of our poems. • Choose an example of Simile, Metaphor, or Personification. • Use that piece of figurative language to create an illustration. • Write the figurative example on the illustration, the title of the poem and its author.