COURSE PLAN A CHILD S GARDEN OF VERSES

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1 COURSE PLAN A CHILD S GARDEN OF VERSES COURSE PLAN METHODOLOGY: by Robert Louis Stevenson is represented by the abbreviation. Each weekly assignment is summarized in the first lines of the week s daily course plan. The specific daily assignments are outlined in the following lines indicated by the 1, 2, 3 and 4 abbreviations. The poetry study questions are located in the Literature Study Question booklets available for purchase from Kolbe Academy. Answers should be given in complete written or oral sentences. We suggest reading the weekly written assignment to the student at the beginning of the week. The student should write the assignment down on a note card (to be used as a bookmark) so that he can think about the assignment as he reads. The written assignments are suggested to be started on Thursday after the reading is done and completed by the following Monday. As the teacher, be sure to review the exam now to ensure all concepts are covered with your student as he reads the book., published in 1885, captures Robert Louis Stevenson s poetic reflections on his 19 th century childhood in Edinburgh, Scotland. Stevenson, who struggled with poor health his whole life, wrote the prose for this book while confined to bed in 1884 with life-threatening illness. Reflecting back to his childhood, the poet takes this opportunity to tell readers of his childhood hopes, dreams, and fears, as well as people and places of importance to him. He dedicates this book through his first poem to his childhood nurse, Alison Cunningham, called Cummy. Following this poem are four sections of poetry. The first is unnamed, and followed by sections called, The Child Alone, Garden Days, and finally, Envoys. It is important to note that poems in this book reflect Victorian Age virtues parents used to raise their children. Ideas herein about the roles of children, as well as people of the world, capture knowledge and values of those who lived during this historical period. This poetry unit provides a unique opportunity to step back in time to the 19 th century through the first person perspective of a famous writer to learn about the history and culture of those times. Extra Credit for the Course: Robert Louis Stevenson also wrote the novels Treasure Island, and Kidnapped. For extra credit, read one of these adventure novels and write a book report. Poetry Terms: Stanza: group of lines that come together like a paragraph in poetry. Foot: unit of stressed and unstressed syllables in a line of poetry. Line of feet makes up a meter. Syllable: vowel sound in a word. Stressed syllable: vowel sound heard in a word. Unstressed syllable: unheard vowel in a word. CHN1

2 COURSE PLAN Meter: sequence of groups of feet in a line of poetry that gives poetry its rhythm. Trope: descriptive word use in poetry, such as metaphor, simile, personification, and anthropomorphism. Rhyme: when a pair of words in lines of poetry sound like they match exactly or closely in vowel sounds. Full Rhyme: when a pair of words in lines of poetry match exactly in consonant and vowel sounds. Example: cat, bat; drum, hum Slant Rhyme: when a pair of words have different consonant and vowel endings but sound like they match. Example: goes, blows; sky, lie Rhyme Scheme: pattern of rhyming words at the ends of lines of poetry inside a stanza. Each same ending sound receives a matching letter of the alphabet, with the first matching set being a, then b, c, d, e, and so on. Rhythm: pattern of stressed and unstressed vowel sounds in poetry lines of poetry. Couplet: two lines of poetry that follow one after another that have the same rhyme and meter. Personification: giving human feelings or actions to objects or things that are not human. Example: The refrigerator hummed in the kitchen. Anthropomorphism: giving human feelings or actions to animals. Example: The sly fox tricked the rabbit. Simile: a trope, creative use of language, that compares two unlike things using like or as. Example: She sings like a bird. He is as fast as a cheetah. Metaphor: a trope that makes clear or hidden comparisons between two unlike words. Examples: Life is a journey. You are my sunshine. Repetition: Use of same word or phrase again in same line of poetry. Anaphora: Repetition of first word or phrase in poetry lines that come one after another. Example: She writes carefully / She spells well Alliteration: Use of the same letter sound at the beginning of words close together. Example: Annie ate apples. CHN2

3 COURSE PLAN Types of Feet: Look for groups of stressed and unstressed syllables in each line to find feet. This book is written in Iambic foot with various meters. The following feet are most common in poetry: Iambic: Unstressed + Stressed - Two Syllables: da DUM Trochaic: Stressed + Unstressed - Two Syllables: DUM da Spondaic: Stressed + Stressed - Two Syllables: DUM DUM Dactyl: Stressed + Unstressed + Unstressed - Three Syllables: DUM da da Anapestic: Unstressed + Unstressed + Stressed - Three syllables: da da DUM Types of Meter: Monometer: one foot, example: da DUM : I /write Dimeter: two feet, example: da DUM / da DUM : on snow / I climb Trimeter: three feet, example: da DUM / da DUM / da DUM: when here / the spring / we see Tetrameter: four feet, example: da DUM / da DUM / da DUM / da DUM: The feet / in time / did rhyme / by line Pentameter: five feet, example: da DUM / da DUM / da DUM / da DUM / da DUM: Shall I/compare/thee to/ a sum/mer s day? (Shakespeare) Hexameter: six feet, example: da DUM / da DUM / da DUM / da DUM / da DUM / da DUM: when I / went walk / ing down / the street / I found / my niece Heptameter: seven feet, example: da DUM / da DUM / da DUM / da DUM / da DUM / da DUM / da DUM: when I / went walk / ing down / the street / I found / my niece / a treat Naming Rhythm: Rhythm in poetry reads like a pattern of drum beats in music. We name the rhythm by using the name of the foot with the name of the meter. Example: Iambic Tetrameter: Whose woods/ these are/ I think/ I know. (Robert Frost) There are 4 sets of unstressed / stressed syllables in this line. CHN3

4 COURSE PLAN Notes WEEK 1 Book Weekly Breakdown Goals and Notes for the Week Dedication: To Alison Cunningham Poems 1-15 Have your student read the title of each poem before reading it and try to figure out what the poem could be about. Review the vocabulary words with the student prior to reading. If any are unfamiliar, have the student look up the vocabulary words in the glossary. Next, have your student read the poem aloud and talk about any patterns that they see. Finally, have your student read the poem silently and think about meanings behind the words in the poem. Course Plan Written Assignment and Student Workbook questions may be completed as the student reads or on Thursday when reading has been completed. Student Daily Assignments Parent Daily Guidelines Dedication: To Alison Cunningham, Poems 1-3 Poems 4-8 Poems 9-11 Have the student read To Alison Cunningham, Bed in Summer, A Thought, and At The Sea-Side. To Alison Cunningham: Stevenson spent much time with his nanny Alison Cunningham as a child. This first poem is dedicated to her. Bed in Summer: This poem explores what it was like for boyhood Stevenson to go to bed during daylight savings time in the summer when clocks are moved forward an hour and it is still light outside during a child s regular nighttime bedtime. A Thought: This is a short poem about the sweetness of children saying grace before meals. At The Sea-Side: Boyhood Stevenson plays in the sand by the sea. Have the student read Young Night-Thought, Whole Duty of Children, Rain, Pirate Story. Young Night-Thought: Young Stevenson uses his imagination while he falls asleep at night. Whole Duty of Children: The poet explores in short the good manners of children. Rain: Short poem describes rain falling all around, on ground, tree, umbrellas and sea. Pirate Story: While in a basket in a meadow, the poet pretends he is in a boat on the sea. Foreign Lands: The poet climbs a tree and is excited by all the places he can see. Have the student read Windy Nights, Travel, and Singing. Windy Nights: The sounds of storms frighten the poet, and remind him of the clinking of hooves of mysterious horsemen. CHN4

5 COURSE PLAN 4 Glossary Sentences Study Questions Written Assignment Other: Poems Assignments Travel: The poet describes the sites he would see as he travelled around the world. Singing: Nature is in harmony as birds, men, and children all sing as they do what comes naturally to them. Have the student read Looking Forward, A Good Play, Where Go the Boats, and Auntie s Skirts. Looking Forward: This is a short poem about what the poet thinks it will feel like to be a grown up. A Good Play: The poet uses chairs to create a boat upon the stairs and pretend he is at sea. Where Go the Boats: The poet wonders where the boats he sets free along the river will go. Auntie s Skirts: Auntie s dresses make sounds as they move along the floor. Written Assignment: Write your own one to three stanza poem about somewhere you would like to travel to. Use iambic feet (da DUM) with a line meter of your choice. Rhyme the end of your lines using the couplets, aa,bb. The place can be real or imaginary. Week 1 Grade Book Include (A) Points Earned (B) Possible Points A/B x100 =% (C) Week 1 Average Add up column C & divide by number of included assignments = % CHN5

6 COURSE PLAN WEEK 2 Book Weekly Breakdown Goals and Notes for the Week Notes Poems Have your student read the title of each poem before reading it and try to figure out what the poem could be about. Review the vocabulary words with the student prior to reading. If any are unfamiliar, have the student look up the vocabulary words in the glossary. Next, have your student read the poem aloud and talk about any patterns that they see. Finally, have your student read the poem silently and think about meanings behind the words in the poem. Course Plan Written Assignment and Student Workbook questions may be completed as the student reads or on Thursday when reading has been completed. Student Daily Assignments Parent Daily Guidelines Poems Poems Poems Have the student read The Land of Counterpane, The Land of Nod, My Shadow, and System. The Land of Counterpane: Stevenson describes the imaginative games he played to pass the time while sick in bed. The Land of Nod: The poet describes the things he sees in his dreams when he falls asleep. My Shadow: The poet describes what his shadow does, and how it changes shape. System: The poet tells how he does things that are expected of him and receives rewards. Have the student read A Good Boy, Escape at Bedtime, Marching Song, and The Cow. A Good Boy: The poet is pleased that he has been good all day and can enjoy a good rest. Escape at Bedtime: This poem shows the beauty of the constellations through the poet s eyes. Marching Song: Friends become a military marching band. The Cow: Sweet poem expresses poet s gratitude and appreciation of his cow. Have the student read Happy Thought, The Wind, Keepsake Mill, and Good and Bad Children. Happy Thought: There are many things to be happy about. The Wind: The poet personifies the wind and describes the things the wind does. Keepsake Mill: Poet explores wonders of the village mill. Good and Bad Children: Poet discusses the virtues of good children. CHN6

7 COURSE PLAN 4 Glossary Sentences Study Questions Written Assignment Other: Poems Assignments Have the student read Foreign Children, The Sun s Travels, The Lamplighter, and My Bed is a Boat. Foreign Children: Poet wonders if children in other lands wish they were in England. The Sun Travels: The poet tells how day and night are at different times around the world because of the rotation of the Earth around the sun. The Lamplighter: The poet wishes to be a lamplighter when he grows up. My Bed is a Boat: At bedtime, Stevenson imagines that his bed is a boat that takes him to dreamland. Written Assignment: Several poems in this section, such as Whole Duty of Children, A Good Boy, and Good and Bad Children discuss the virtues of good children. What are some of these virtues, and do you think they are the same for children today? Create an acrostic poem using each of the letters of the word virtue to write lines of poetry about virtues that are important today. The letter of the word virtue can be used in the beginning, middle, or end of each line of poetry to connect the word. Lines used at the beginning are shown here. When you are finished, you will have a poem with six lines. You may draw a picture to go with your poem. Week 2 Grade Book Include (A) Points Earned (B) Possible Points A/B x100 =% (C) Week 2 Average Add up column C & divide by number of included assignments = % CHN7

8 COURSE PLAN WEEK 3 Book Weekly Breakdown Goals and Notes for the Week Notes Poems The Child Alone Poems 1-4 Have your student read the title of each poem before reading it and try to figure out what the poem could be about. Review the vocabulary words with the student prior to reading. If any are unfamiliar, have the student look up the vocabulary words in the glossary. Next, have your student read the poem aloud and talk about any patterns that they see. Finally, have your student read the poem silently and think about meanings behind the words in the poem. Course Plan Written Assignment and Student Workbook questions may be completed as the student reads or on Thursday when reading has been completed. Student Daily Assignments Parent Daily Guidelines Poems Poems Poems Have the student read The Moon, The Swing, Time to Rise, and Looking- Glass River. The Moon: The moon takes human-like qualities as it shines down on people and animals through the night. The Swing: Flying through the air in a swing gives children a pleasant way to see far and wide. Time to Rise: A bird visits the poet s window in the morning to tell him to rise. Looking-Glass River: The clean, smooth stream of the river lets children dream of things seen and unseen. Have the student read Fairy Bread, From a Railway Carriage, Winter- Time, and The Hayloft. Fairy Bread: Children are invited to enjoy fairy bread and fairy stories. From a Railway Carriage: Poet describes scenes that fly by his window while he looks out of a railway carriage. Winter-Time: Poet tells about his daily life in winter time. The Hayloft: The poet gives shape to the chopping of grass into haylofts that children love to play in. Have the student read Farewell to the Farm, and North-West Passage: 1. Good-Night 2. Shadow March 3. In Port. Farewell to the Farm: Poet says goodbye to the house, barn, garden, fields and meadows of his family farm. North-West Passage: The poet uses the cold, dark, perilous Artic North-West Passage as a metaphor for his cold, dark perilous journey from his living room to his bedroom at bedtime in this three-part poem. Good-Night: The poet reveals his fear of walking through his dark house to his room at bedtime. Shadow March: The poet fears the shadows of his house as he walks up the stairs to his room at night. In Port: Now safely lodged in his bed like a ship docked in a port, the poet safely rests and falls asleep. CHN8

9 COURSE PLAN 4 Section 2 The Child Alone Poems 1-4 Glossary Sentences Study Questions Written Assignment Other: Have the student read from Section 2, The Child Alone: The Unseen Playmate, My Ship and I, My Kingdom, and Picture-Books in Winter. Poems in this section explore using your imagination while playing alone. The Unseen Playmate: Imaginary friends come out to play when children play alone. My Ship and I: The poet s toy ship and dolly set sail where he cannot go. My Kingdom: In a small valley, the poet creates a kingdom of his own. Picture-Books in Winter: In the winter, the poet enjoys reading picture books with his nanny. Written Assignment: Do you have a special treat that you enjoy like fairy bread? Write a one to three stanza poem about it using an abab line rhyme scheme for this week s written assignment. Week 3 Grade Book Assignments Include (A) Points Earned (B) Possible Points A/B x100 =% (C) Week 3 Average Add up column C & divide by number of included assignments = % CHN9

10 COURSE PLAN WEEK 4 Book Weekly Breakdown Goals and Notes for the Week Section 2 The Child Alone Poems 5-9 Section 3 Garden Days Poems 1-8 Section 4, Envoys Poems 1-3 Have your student read the title of each poem before reading it and try to figure out what the poem could be about. Review the vocabulary words with the student prior to reading. If any are unfamiliar, have the student look up the vocabulary words in the glossary. Next, have your student read the poem aloud and talk about any patterns that they see. Finally, have your student read the poem silently and think about meanings behind the words in the poem. Course Plan Written Assignment and Student Workbook questions may be completed as the student reads or on Thursday when reading has been completed. Notes Student Daily Assignments Parent Daily Guidelines Section 2 The Child Alone Poems 5-8 Section 2, The Little Land, Poem 9, Section 3, Garden Days, 1-3 Section 3, Garden Days, Poems 4-7 Have the student read My Treasures, Block City, The Land of Story- Books, and Armies in the Fire. My Treasures: The poet describes special objects that he keeps tucked away in a box like nuts in a nest. Block City: Castles, palaces, temples, and towers take shape when the poet plays with blocks. The Land of Story-Books: The poet finds comfort in hiding behind the sofa and reading books until bedtime. Armies in the Fire: The poet s imagination glows as he pretends to see armies in the fireplace flames. Have the student read The Little Land, the last poem from section 2. Begin Section 3, Garden Days, read Night and Day, Nest Eggs, and The Flowers. The Little Land: The poet closes his eyes and goes to over lands to play. Night and Day: The movements of man and creature are compared between night and day. Nest Eggs: Birds hatch from their eggs and take flight, leaving the poet in awe of their musical speeches high overhead The Flowers: Wild flowers and woods give fairies shade and shelter in this poem. Have the student read Summer Sun, The Dumb Soldier, Autumn Fires, and The Gardener. Summer Sun: The shinning sun touches all and delights the poet. The Dumb Soldier: The poet hides a toy soldier in a hole in the grass and wonders at all that it could have experienced. Autumn Fires: The red fire blazes of the autumn fires offer something bright in all during the fall. The Gardener: The old, serious gardener digs the flowers and does not wish to be spoken to. CHN10

11 COURSE PLAN 4 Section 3, Garden Days, Poem 8, Section 4, Envoys Poems 1-3 Glossary Sentences Study Questions Written Assignment Other: Have the student read Historical Associations; In Envoys, read To Willie and Henrietta, To My Mother, and To Auntie. Historical Associations: The poet thinks about historical heroes and battles that have been won and lost. To Willie and Henrietta: The poet fondly remembers playing with his cousins when they were all children. To My Mother: Stevenson s mother enjoys reading his poems because they remind her of fond times from his childhood. To Auntie: Short poem reflects on his aunt s presence in the poet s childhood. Written Assignment: Write a one to three stanza poem to a family member about a happy memory that you share with them. Use anaphora and alliteration. Week 4 Grade Book Assignments Include (A) Points Earned (B) Possible Points A/B x100 =% (C) Week 4 Average Add up column C & divide by number of included assignments = % CHN11

12 COURSE PLAN WEEK 5 Book Weekly Breakdown Goals and Notes for the Week Section 4, Envoys Poems 4-6 Written Assignment Review Exam Have your student read To Minnie, To My Name-Child, and To Any Reader. These poems are the last in this book. Review the vocabulary words with the student prior to reading. If any are unfamiliar, have the student look up the vocabulary words in the glossary. Once your student has finished reading these poems, they should work on their book report, and prepare for their exam. Notes Student Daily Assignments Parent Daily Guidelines Section 4, Envoys Poems 4-6 Written Assignment Review To Minnie: The poet reminisces about playing with his cousin Minnie during childhood. To My Name-Child: Stevenson writes this poem to his nephew, Louis Sanchez. To Any Reader: The poet tells his readers that they will forever find him playing as a child within the pages of this poetry book. Written assignment: Congratulations! You have finished reading A Child s Garden of Verses. Now you need to write a nice book report on this collection of poems. You will find a Kolbe book report format within the Kolbe literature scope and sequence materials to help guide you. Your report can include discussion of types of poems written, an analysis of the main writing style of the poems rhyme, meter, etc. and how you felt as a reader about these poems. Have the student study for the Exam. Review all your Study Questions, and vocabulary. 5 Exam Have the student take the Exam. Written Assignment Exam Other: Other: Week 5 Grade Book Assignments Include (A) Points Earned (B) Possible Points A/B x100 =% (C) Week 5 Average Add up column C & divide by number of included assignments = % CHN12

13 ASSIGNMENT ANSWER KEY WEEK 1: Written Assignment: Write your own one to three stanza poem about somewhere you would like to travel to. Use iambic feet (da DUM) with a line meter of your choice. Rhyme the end of your lines using the couplets, aa,bb. The place can be real or imaginary. Answers will vary. Use the definitions at the beginning of this guide to assist your student. Poem can be one to three stanzas (paragraphs) long. The rhythm of the lines should have a da DUM da DUM feel with as many sets of iambic feet as they would like in each line. Ends of the lines should rhyme the last word, either with a full or slant rhyme. Example: When I go out to play / I like to stay all day WEEK 2: Written Assignment: Several poems in this section, such as Whole Duty of Children, A Good Boy, and Good and Bad Children discuss the virtues of good children. What are some of these virtues, and do you think they are the same for children today? Create an acrostic poem using each of the letters of the word virtue to write lines of poetry about virtues that are important today. The letter of the word virtue can be used in the beginning, middle, or end of each line of poetry to connect the word. Lines used at the beginning are shown here. When you are finished, you will have a poem with six lines. You may draw a picture to go with your poem. Answers will vary. Example: Very good Imaginative Respectful Trustworthy Understanding Everybody s friend WEEK 3: Written Assignment: Do you have a special treat that you enjoy like fairy bread? Write a one to three stanza poem about it using an abab line rhyme scheme for this week s written assignment. Answers will vary. Poems should have one to three stanzas (paragraphs). Ends of alternating lines should have words with slant or full rhymes. Example: XXXIII The Swing by Stevenson: How do you like to go up in a swing,(a) Up in the air so blue?(b) Oh, I do think it the pleasantest thing (a) Ever a child can do! (b) CHN13

14 ASSIGNMENT ANSWER KEY WEEK 4: Written Assignment: Write a one to three stanza poem to a family member about a happy memory that you share with them. Use anaphora and alliteration. Answers will vary. Anaphora will be shown in the repetition of the first word or words in consecutive lines of poetry. Alliteration will be shown in the repetition of a vowel or consonant sound at the beginning of words close together. See definitions for examples. CHN14

15 EXAM Part I. Identify. Write a definition and example of each of the following poetry terms. (2 points) 1. Trope 2. Metaphor 3. Simile 4. alliteration 5. anaphora 6. meter 7. foot 8. iambic foot 9. rhyme 10. rhythm Part II. Short Answer. Answer in complete sentences, giving as much detail as possible. (4 points each) 1. What is the difference between slant rhyme and full rhyme? Give examples. 2. Many of the poems in this book were written in iambic tetrameter. Explain what this means. 3. Write a one stanza poem in iambic tetrameter with an aa,bb rhyme scheme. Part III. Essay. The essays should each be at least one full paragraph with examples from the poems. (25 points each) 1. Which poem in this book is your favorite? Why? 2. This book gives a picture of a 19 th century child's life which is very different from a child's life today. Describe some of these differences. Would you prefer the way life was then to how it is for you now? Why or why not? Part IV. Vocabulary. Write a brief definition of each word and use each in an original sentence. (2 points each) 1. Repose 2. Diminish 3. Vale 4. Clad 5. Glade 6. Kirk 7. Inhabit 8. Vessel 9. Peril CHN15

16 EXAM ANSWER KEY Part I. Identify. Write a definition and example of each of the following poetry terms. (2 points) 1. Trope: descriptive language used in poetry. Metaphors, similes, alliteration, anaphora are a few examples. 2. Metaphor: a trope that makes clear or hidden comparisons between two unlike words. Examples: Life is a journey. You are my sunshine. 3. Simile: a trope, creative use of language, that compares two unlike things using like or as. Example: She sings like a bird. He is as fast as a cheetah. 4. Alliteration: Use of the same letter sound at the beginning of words close together. Example: Annie ate apples. 5. Anaphora: Repetition of first word or phrase in poetry lines that come one after another. Example: She writes carefully / She spells well 6. Meter: sequence of groups of feet in a line of poetry that gives poetry its rhythm. Examples will vary. 7. Foot: unit of stressed and unstressed syllables in a line of poetry. Examples will vary. 8. Iambic foot: unit of unstressed and stressed syllables in a line of poetry. da DUM 9. Rhyme: when a pair of words in lines of poetry sound like they match exactly or closely in vowel sounds. Example: Cat/bat 10. Rhythm: pattern of stressed and unstressed vowel sounds in poetry lines of poetry. Part II. Short Answer. Answer in complete sentences, giving as much detail as possible. (4 points each) 1. What is the difference between slant rhyme and full rhyme? Give examples. Full rhyme exactly matches rhyming vowel and consonant sounds in words, such as bat / cat. Slant rhyme closely matches vowel and consonant sounds in words, such as explore / door. 2. Many of the poems in this book were written in iambic tetrameter. Explain what this means. This means that many of the poems were written in iambic foot, a set of unstressed, stressed syllables. Tetrameter means that there is a set of four iambic feet in each line. 3. Write a one stanza poem in iambic tetrameter with an aa,bb rhyme scheme. Answers will vary. The poem should be one stanza (paragraph) long and the first two and last two lines should have end word rhymes. Part III. Essay. The essays should each be at least one full paragraph with examples from the poems. (25 points each) 1. Which poem in this book is your favorite? Why? Answers will vary. 2. This book gives a picture of a 19 th century child's life which is very different from a child's life today. Describe some of these differences. Would you prefer the way life was then to how it is for you now? Why or why not? Answers will vary. They can include differences in everyday life, such as heat, electricity, transportation, communication, clothing, ways children play, and virtues. CHN16

17 EXAM ANSWER KEY Part IV. Vocabulary. Write a brief definition of each word and use each in an original sentence. (2 points each) Sentence answers will vary. 1. Repose: rest 2. Diminish: to make smaller 3. Vale: valley 4. Clad: clothed or dressed 5. Glade: grassy meadow 6. Kirk: church 7. Inhabit: to live in 8. Vessel: large ship or boat 9. Peril: danger CHN17