Main Text A World of Poetry Third Edition

WOLMER S BOYS SCHOOL ENGLISH LITERATURE COURSE OUTLINE DURATION: EASTER TERM 2018 GRADE LEVEL: GENRE: FIRST FORM Poetry Main Text A World of Poetry Third Edition (edited by Marc McWatt and Hazel Simmons-McDonald) Rationale The first form year of the secondary education programme marks a critical time in the development of our students. Notably, the literary skills that are required for the development of competence must be taught and grasped with accuracy and consistency. As such, this unit will create the opportunity for the students to further develop an interest in Literature and focus on the analysis of poetry as a discrete literary mode by reading selected poems. Students will be taught how to interpret poems beyond the literal level, through analysing how the elements of the genre and poetic techniques help to create meaning. By the end of this course students should better understand how poems are made and why they are valuable. Students can expect, therefore, to gain not only a knowledge of the nature, history, and variety of poetry, but also greater skill, insight, and pleasure as readers, writers, critical thinkers and literary analysts. General objectives By the end of the unit students should: 1. Understand goals and expectations pertinent to the genre. 2. Use creative media to express how they feel about the poems. 3. Know the elements of poetry. 4. Be familiar with the six prescribed poems. 5. Know the poetic techniques. 6. Know how to construct an effective essay, which explores/discusses two poems. List of Prescribed Poems for the Term List of Prescribed Poems Page a. My Parents Stephen Spender 22 b. Little Boy Crying Mervyn Morris 32 c. Death came to See Me in Hot Pink Pants Heather Royes 185 d. Sylvester s Dying Bed Langston Hughes 189 e. Landscape Painter Vivian Virtue 10 f. An African Thunderstorm David Rubadiri 7

WEEK DATE TOPIC Activities 1 Jan. 9-12 Introduction Course Outline Goals and expectations Poetry What is Poetry? The Elements of Poetry Plot - Elements of Poetry i. Rhyme. ii. Rhythm. iii. Lineation iv. Metre. v. Diction. vi. Tone vii. Mood. Rhyme schemes- aba, abab, aabb End rhymes Internal rhyme scheme Eye rhyme Slant rhyme Identical rhyme Discussion Scrambled Word Puzzle Possible Infusions History Art Language Arts Philosophy a) Poet b) Persona. c) Speaker Point of View *TERM S PROJECT Project Assignment will be given to students. Types of Stanzas: couplet, tercet, quatrain, quintet/cinquain, sestet, septet, octave Types of Poems Lyric Limerick Narrative Ballad Haiku Literary Devices/Techniques 1. Simile 2. Metaphor 3. Personification 4. Alliteration 5. Assonance 6. Symbol 7. Repetition 8. Onomatopoeia 9. Imagery a) Visual b) Auditory c) Olfactory d) Gustatory e) Kinesthetic Commenting on the significance and effectiveness of literary devices

2 Jan. 15-19 Focus My Parents a. Youth b. Rejection c. Struggle d. Alienation e. Class division : a. Simile b. Alliteration c. Metaphor d. Imagery Intro poem: How to Eat a Poem Eve Merriam Discussion Defining Key terms Work Sheets 3 Jan. 22-26 Focus My Parents (cont d) a. Youth b. Rejection c. Struggle d. Alienation e. Class division : a. Simile b. Alliteration c. Metaphor d. Imagery Students/Teachers bring poems to class and examine these alongside the prescribed poems for the term. Puzzle Parent Consultation begins Wednesday 24, 2018 and ends Friday 26, 2018. 4 Jan. 29 Feb. 2 Focus Little Boy Crying a. People b. Youth c. Gender Roles d. Dream vs Reality e. Struggle f. Childhood innocence g. Simile h. Metaphor i. Alliteration j. Imagery k. Contrast l. Aside m. Allusion Week Three Lesson Plan continues Discussion Definition of Key terms.

5 Feb. 5-9 Focus Death Came to See Me in Hot Pink Pants Group work a. Death and life b. Fighting for Survival/Life c. Appearance and Reality d. Life as a Prison/Death as escape/freedom e. Personification f. Simile g. Imagery h. Contrast i. Sibilance Co-operative poetry writing 6 Feb. 12-16 7 Feb. 19-23 February 13, 2018 Sports Day February 14-16, 2018 Mid -Term Break Focus Death Came to See Me in Hot Pink Pants a. Death and life b. Fighting for Survival/Life c. Appearance and Reality d. Life as a Prison/Death as escape/freedom e. Personification f. Simile g. Imagery h. Contrast i. Sibilance Students read the poem Death Came to See Me in Hot Pink Pants in preparation for next class Discuss elements present in poem Identify themes and discuss ideas in the poem Revision 8 Feb. 26 Mar. 2 Sixth Weekly Exam begins: February 26, 2018 Sixth Weekly Exam ends: March 2, 2018.

9 Mar. 5-9 Focus Sylvester s Dying Bed a. Death b. Joy and acceptance of Death c. Leaving others behind d. Contrast e. Imagery f. Metaphor g. Personification h. Simile i. Allusion 4. Essay Writing Creative Writing Presentations Comprehension Questions 10 Mar. 12-16 Focus Landscape Painter a. Humans and nature b. Nature as Art c. Man entrapping/imprisoning Nature d. Family and relationships e. The Gaze f. Personification g. Metaphor h. Imagery i. Repetition j. Contrast k. Alliteration Essay Writing Poetry Poster titled An Evening of Poetry

11 Mar. 19-23 Focus: An African Thunderstorm 1. Analysing the Elements a. Nature vs humans b. Power and powerlessness c. Childhood innocence d. Death the silent companion e. Life and death f. Eastern/Western dichotomy g. Contrast h. Imagery i. Metaphor j. Personification k. Simile l. Allusion Essay Writing Comprehension questions. 12 Mar. 26 28 Focus: An African Thunderstorm 1. Analysing the Elements a. Nature vs humans b. Power and powerlessness c. Childhood innocence d. Death the silent companion e. Life and death f. Eastern/Western dichotomy g. Contrast h. Imagery i. Metaphor j. Personification k. Simile l. Allusion Illustrating the poem Essay writing

Literature & Language Project Students are to work in groups of FOUR. Students should prepare and compile eight (8) original poems into an anthology. Due date is the Week of Feb 19 23, 2018. An anthology is a compilation/collection of literature, for example, poems/songs etc. The anthology must include: 1. A Descriptive poem must be about an individual known to you, but not a family member. 2. A Haiku (A Japanese 17 syllable poem arranged: 5 syllables in line one; 7 syllables in line two; 5 syllables in line three). 3. One poem must be a Found poem based on an article/page from the National Geographic for Children OR the National Geographic (magazine regular issue) This may be accessed via internet at kids.nationalgeographic.com OR www.nationalgeographic.com This is also descriptive. 4. An Illustrated poem (A poem accompanied by a related, original hand done drawing) 5. Shape poem. 6. A Sensory poem - (Five Senses Poem) 7. A Collaborative poem (composed by all members). 8. Limerick Creativity and originality are important hallmarks of literature and self expression. WOW us with your presentation! Content and Form: a] Book format Front/Back covers. Title + a blurb (Short description of a book written for promotional purposes; usually on the back cover) b] Table of Contents (page numbers and author s name for each poem. c]all poems except Haiku and Limerick should have15 or more lines arranged in stanzas. (Line length apropos of poetic form.) Rhyming is not mandatory (Except for the Limerick) but natural rhythmic sound/cadence must be evident. Remember that poems are closely related to songs!!! d] Each poem must include four literary devices. Eg. (alliteration. assonance, onomatopoeia, contrast, sibilance, imagery, metaphor, personification, simile to name a few) e] The Sense/sensory poem must have all five types of imagery. We can t wait to see the fabulous examples! f] Students will choose one of the poems that they have written and analyse it for: I. State all literary devices included. ii. Effective use of literary devices. YoooHooo! Before you hand in the completed assignment follow this checklist. It is also a part of the grade. Completion of checklist 10 marks Found poem Nat Geo Article Page/url address Illustrated poem (Original hand drawing). Shaped: must be relevant to subject/aspect of the poem All five senses engaged in poem (Sensory poem) Front cover: Title of anthology > Back cover: Blurb Numbered pages Table of contents Poets names Completed Peer/self evaluated forms submitted Students should consult notes, handout, teacher, website.

Remember your teachers are there to guide you, ask them if you are not sure you know the answer. Useful information can be accessed on English Department website. Graded Classwork 1. Essay Both My Parents and Little Boy Crying give vivid depictions of childhood experiences. With reference to both poems: a) Give a description of the situation presented in each poem. (8 marks) b) Describe the main persona or personas in EACH of the poems. (You must use examples from the poems). (10 marks) c) Identify ONE literary device used in EACH poem and comment its effectiveness in helping readers to understand more about a persona and explain the mood it creates. (7 marks) 2. Quiz on the Elements of Poetry. Graded Homework 3. Poetry Project An Anthology of Original poems 4. Essay Both Death came to See Me in Hot Pink Pants and Sylvester s Dying Bed present death in a humorous way. With reference to both poems: a) Explain the situation the persona faces in EACH poem. (6 marks) b) Describe the main persona in EACH of the poems, and explain how EACH speaker views death. (12 marks) c) Identify ONE literary device used in EACH poem and explain its effectiveness in helping the readers to understand any one idea about Death. (7 marks) 5. Worksheet Nature poems Assessment: Sixth Weekly Exam (Feb.26 Mar. 2, 2018)