Mr. VerlinSouth Philadelphia High SchoolJanuary 8, 2015

Preliminaries In your small groups, read their

odes from the previous night’s homework.

In their journals, respond to the following prompt: “How has writing an ode about a common object changed your view of the object?”

Share.

Objectives: The students will be able to identify the

perspective of a speaker. The students will be able to connect the

perspective to the poet’s feelings and possible reasons behind the writing of the poetry.

The students will be able to explain how gender and experience influence a poem.

Focus Lesson: Expressions… Literary Terms

Prose poem Soliloquy Dramatic monologue Allusion Dialect

Small Groups: Each group will be assigned one of the

following poems: “Hands: For Mother’s Day,” p. 84 “Lucinda Matlock,” p. 85 “Thinkin’ on Marryin’,” p. 91–92 “Same Song,” p. 462.

Focus Lesson: Expressions… Small Groups (con’t.)

In your groups, select someone to read the group’s assigned poem aloud.

Respond to the questions about your text on the handout (exit ticket).

Class (BONUS) One student from each group will read their

poem/text to the class. Discuss responses to the questions. After

the final group (“Thinkin’ on Marryin’”) has presented, discuss how this text informs the reading of the excerpt from “Hands: For Mother’s Day.”

Focus Lesson: Expressions… Review of Reading Strategy

Pictures and captions Title Biographical information

“Shall I Compare Thee to a Summer’s Day?” Small Groups:

Divide the class into 1/3s. Each group will be assigned one of the following poems:

“A Storm in the Mountains” (Elements… p. 459) “Eating Together” (Elements… p. 466) “The Legend” (Elements… pp. 472-3)

Each group will establish the perspective of their respective poem by completing the poetry analysis form (exit ticket)

Gallery walk.