Day 1 Lesson Plan
Grade Level 12th Grade
Student Teacher’s Name Naomi C. Kuddes
State Standard Students will extract and construct meaning using prior knowledge, applying text
information, and monitoring comprehension while reading grade level text, LA 12.1.6.c Analyze
the function and critique the effects of the authors use of stylistic and literary devices, LA
12.1.6.o Respond to text verbally, in writing, or artistically, and LA 12.3.1.c Utilize
available media to enhance communication.
Subject English - Literature
Name of Lesson Death in Poetry: Introduction and Interpreting
Period/Time 90 minutes
I.
Goal: The main goal in Day 1 of this lesson plan is to introduce the theme of death in two
forms of literature (poetry and drama) and how death, as a theme, commonly drives literature and
evokes emotions to create meaningful work.
II.
Objectives:
1. By writing in their online journal (blog), students will be able to demonstrate in at
least two paragraphs an understanding of the meaning, both connotative and
denotative, of death and how it impacts their life.
2. Students in groups of two or three will be able to interpret and be ready to present
the next day a poem, analyzing the message of the poem and how it relates to death,
how the poem stimulates the five senses (sensory appeal), poetic tools (similes,
metaphors, personification, etc.) and the overall response of the poem, related to
death.
III.




IV.
Materials:
Materials needed would be computers (the school provides laptops for each student)
26 handouts with explanations of sensory appeal, poetic devices, the assignment, and the
student’s group members and poems
A SmartBoard to play the movie clip
And The Norton Introduction to Literature textbook.
Procedure:
A. Hook - On the board would be written “Death.” As the students would file in and sit down,
I would begin naming of poets, authors, and playwrights such as Edgar Allen Poe, Emily
Dickinson, Emily Bronte, Tom Clancy, J.K. Rowling, and Tennessee Williams. “All of these
writers write different genres with different mediums. What do all of these writers have in
common? Anybody care to venture a guess?” Because the word “Death” is written clearly on
the board, hopefully a student will catch on and give the correct answer of “death.” “Of
course they also talk about life and love, but we’ll get to those topics in another unit.” I will
go on to explain why we will be discussing death in class as you will see in my narrative.
B. Transition – If appropriate with the students I have, given their background, I would
transition with a two minute clip from the movie Forrest Gump where his elderly mother is
dying as an example to what they could use to enhance their blogs. The students will then
spend 10 minutes to write/type in their blogs silently.
C. Main lesson –I will give the students four handouts. The first handout will have a list of
poetic devices plus examples, the second an explanation of sensory appeal in poetry plus
examples, the third an explanation of their assignment, and the fourth a list of groups and the
page number their poem is on. I will quickly run over the first three handouts before letting
the students find their group members and begin. The rest of the class period, I will be
available for questions as they read and to give suggestions as I walk around and listen to the
groups talk. They should work for the remainder of class.
D. Transition – Hopefully, I’ll have begun to see some good conversation and progress going
on in their groups and tell them as much. If not, I will encourage them to work a bit harder as
they will be presenting these tomorrow for the class.
E. Conclusion – Death is inevitable in life and in literature. Tomorrow, the groups will be
presenting their poems in an order they do not yet know. Also, by 11 P.M. that night, students
will have completely the day’s blog entry.
V.
Assessment: There will be informal assessment while walking around, listening to the groups
discuss the poems. The formal assessment will come later after reading their blogs and listening to
their presentations.
VI.
Assignment: The students will need to complete their group project by tomorrow, as well as
finish their blog by 11 P.M. that night. For the poem presentation, the group needs to be ready to
read the poem out-loud to the class and explain the message of the poem and how it relates to
death, how the poem stimulates the five senses (sensory appeal), uses poetic tools (similes,
metaphors, personification, etc.), and overall response of the group. The presentation should not
take longer than six minutes. The blog posting should be at least two paragraphs and have two
outside sources (poetry, prose, articles, video, music, pictures, etc.) to enhance the blog posting
Narrative
I will begin the class listing off famous writers, from Shakespeare to J.K. Rowling so as to hit the
classics as well as modern favorites. I will then say “All of these writers write different genres with
different mediums. What do all of these writers have in common? Anybody care to venture a guess?”
The word “death” will be written on the SmartBoard, so hopefully a student will guess correctly by
giving the answer “death.” After this, I will begin my lesson.
“Yes, all of these authors have written about death. In fact, it’s difficult to think of a writer
who has not written about death in some form. Death is inevitable in life and literature is often
about life, therefore death in literature is also inevitable.
In our own lives, we have all experienced some form of death. Whether someone close to us
has died or we have only heard of someone who has died, it has affected us. When U.S. soldiers die
in a war defending our freedom, it affects you. When an elderly dies and their things are given to
Goodwill and you go to Goodwill to buy a dress for the decade dance, it affects you. Jesus died on
Calvary to make clean the wretched sinner you are, it affects you.
Of course, there is more to death than just a passing away of a body. We were born to die,
and by this I mean die to our sin in the waters of Holy Baptism. There is death to an old self. There
is death to a personality. There is death to relationships. These deaths can evoke sadness or fear or
despair or unsettlement or even relief or happiness.
Much of the time, it is these feelings, and a myriad of others, that fuel some of the greatest
literature ever written. To start the class off, I will give you ten minutes to begin some of YOUR
greatest literature in your journal blogs.”
I will then change the slide on the SmartBoard to the questions “What meaning (connotative
or denotative) does the word ‘death’ give to you?”
“I will give you ten minutes, like I said, and you may begin to write your response to this
question. I want two paragraphs of writing and at least two other forms of writing or media to
enhance your blog. If you do not get it done in class, which I expect most of you won’t, I want it
finished by 11 P.M. tonight. To give you an example of a video clip one might use to enhance their
blog, I will show you a two minute clip from the movie Forrest Gump.”
After watching the clip, I will tell the class “Ready, set, go.” Through reflecting on their own
opinion and thoughts on death through their blog, they are readying themselves for the topic,
getting their brains flowing, as well as being able to get creative using technology. After ten
minutes, I will inform the class to put their laptops away and begin to pass out the handouts.
“Please look at the handout labeled ‘Appealing to Your Senses.’” (go over handout)
“Now go to the handout labeled ‘Poetic Devices and Such.’” (go over handout)
“For the project we will be doing in class today, you will need to apply your knowledge of
sensory appeal and poetic devices. If you look at the ‘Poetry Analysis Assignment Requirements’
worksheet, you can see all you need for this project. (go over handout) You will be getting into
groups I already assigned for you and interpret the poem I already assigned for you. See? I already
did half the work for you! Now if no one has any questions, I would like you to get into your groups
and start working. Remember, death comes in many forms, as does the response.”
By the group poetry project, the students will use cooperative learning to get multiple
opinions and form their own, in addition to strengthening their skills in interpreting poetry by
explaining sensory appeal and finding poetic devices used. Hopefully through this project, they will
also find a greater appreciation for poetry and its ability to make the ordinary extraordinary.
When there is only about two minutes left in class, I will announce to the class the
assignment once again. The students will need to complete their group project by tomorrow, as well
as finish their blog by 11 P.M. that night. For the poem presentation, the group needs to be ready to
read the poem out-loud to the class and explain the message of the poem and how it relates to
death, how the poem stimulates the five senses (sensory appeal), uses poetic tools (similes,
metaphors, personification, etc.), and overall response of the group. The presentation should not
take longer than six minutes. The blog posting should be at least two paragraphs and have two
outside sources (poetry, prose, articles, video, music, pictures, etc.) to enhance the blog
posting.
“Be ready tomorrow! Have a good rest of your day!” The informal assessment was
listening to the students discuss the poems in their group. The formal assessment will take place
the next day.
Poetry Analysis Assignment Requirements
“Poetry is an ‘aural’ experience; that is, poets choose the words for their poems trying to anticipate the
SOUND of the words as well as the content of the words. For this reason, it is very important that all
poetry be read aloud. You, as the reader, need to HEAR the sound of your voice as you read the words
aloud. The sound of a poem is integral to its potential meaning.”
With your partner, follow these guidelines for your assigned poem:
1. One or both of you should read the poem aloud. Listen for the “sound” of the
poem, which is part of the total experience of the poem.
2. Then, discuss what it is about the poem that creates such a “sound.” Consider
rhyme scheme, rhythm patter, placement of punctuation, onomatopoeia,
alliteration, and any other features that might be factors.
3. Next, discuss other significant “poetic tools” at word, such as similes, metaphors,
and personification.
4. How does the poem relate to the topic of death? Who or what has been affected
by death and what is the mood towards that?
5. Finally, adding up all of the accumulated information that you’ve gathered in
numbers 1 through 4 above, create a presentation about:
a. The message of the poem – relating to death especially.
b. The way in which the poem stimulates the reader’s five senses (i.e. the
poem’s “sensory appeal”).
c. How the poetic devices used shaped the poem and it’s “sound.”
d. The group’s overall response to the poem.
Remember! You will be presenting TOMORROW in front of the
class.
The presentation should be no longer than SIX MINUTES with two minutes for
responses from the class. You do not need, but may use visuals IF it will
enhance the presentation. Be sure it doesn’t take away from the poem, let
the poem breathe. The presenting should be done EQUALLY between group
members.
Reminder of Procedure…
“Breathe-in experience, breathe-out poetry.”
-Muriel Rukeyser
 You and your partner(s) come up front.
 Read the poem aloud to us.
 Share with us your conclusions about 5 a, b, c, and d
on the assignment sheet.
 Then open the conversation to the class for their
contributions.
 You have five minutes – be warned, I will cut you off.
Jenna and Grant – “Fifth Grade Autobiography” – Rita Dove – 447
Ann and Sarah –“The Fury of Overshoes” –Anne Sexton – 448
Naomi and Jake – “Mid-Term Break” – Seamus Heaney – 450
Liz and Mike – “Barbie Doll” – Marge Piercy – 476
Abby and Jacob – “Death of a Young Son by Drowning” – Margaret Atwood – 500
Jeff and Michele – “We Real Cool” – Gwendolyn Brooks – 509
Molly and Sally – “To a Daughter Leaving Home” – Linda Pastan – 515
Caleb and Chelsea –“The Leap” – James Dickey – 575
Drew and Jarred – “Do Not Go Gentle into That Good Night” – Dylan Thomas – 636
Donna and Claire – “In the Park” – Gwen Harwood – 652
Ed and John – “Because I could not stop for Death”—Emily Dickinson – 664
Noah and Allie and Lucy– “Home Burial” – Robert Frost – 678-681
Poetry Devices and Such
In good poetry, there is always an intimate connection between how it’s
built and what it means.
1. Simile: the comparison of two things using the word “like” or “as”
i.e. quiet as a mouse
2. Metaphor: the comparison of two things, but WITHOUT using the word “like” or
“as”
i.e. life is a highway
3. Personification: the giving of living characteristics to a non-living thing, or giving
human characteristics to a non-human thing
i.e. the chair groaned against the weight
4. Onomatopoeia: when you say a word aloud, it approximates the sound of the
action
i.e. sweep, BANG, home
5. Alliteration: the repetition of a letter sound, usually a consonant, in rapid
succession
i.e. dewdrops dancing down
6. Oxymoron: the deliberate placing of two words together, typically an adjective
and a noun, that seem to have opposite meanings – but the poet does so for a
deliberate effect
i.e. "Why then, O brawling love, O loving hate,
O anything of nothing first create!
Oh, heavy lightness, serious vanity,
Misshapen chaos of well-seeming forms,
Feather of lead, bright smoke, cold fire, sick health,
Still-waking sleep, that is not what it is." –Romeo and Juliet Act 1, Scene 1
Appealing to Your Senses
“A good poem is also characterized by its ‘sensory’ appeal; that is, it attempts to reach
out and stimulate the reader’s five senses. It stimulates our sense of sight, sound,
touch, taste, and smell.”
“Ars Poetica”
A poem should be palpable and mute
As a globed fruit,
Dumb
As old medallions to the thumb
Silent as the sleeve-worn stone
Of casement ledges where the moss has grown –
A poem should be wordless
As the flight of birds.
A poem should be motionless in time
As the moon climbs
Leaving, as the moon releases
Twig by twig the night-entangled trees,
Leaving, as the moon behind the winter leaves,
Memory by memory the mind –
A poem should be motionless in time
As the moon climbs
A poem should be equal to:
Not true.
For all the history of grief
An empty doorway and a maple leaf.
For love,
The leaning grasses and two lights above the sea –
A poem should not mean
But be.
Archibald Macleish
Day 2 of Lesson Plans
Grade Level 12th Grade
Student Teacher’s Name Naomi C. Kuddes
State Standard Students will extract and construct meaning using prior knowledge, applying text
information, and monitoring comprehension while reading grade level text, LA 12.1.6.c Analyze
the function and critique the effects of the authors use of stylistic and literary devices, LA
12.1.6.o Respond to text verbally, in writing, or artistically, and LA 12.3.2.c Listen to and
evaluate the clarity, quality, and effectiveness of important points, arguments, and evidence
being communicated.
Subject English - Literature
Name of Lesson Death in Poetry: Presentations and Transition
Period/Time 90 minutes
I.
Goal: The goal for Day 2 of lesson plans is for the students to have heard several examples
of death in poetry, exemplified by poetic devices and sensory appeal, and for them to start making
connections to their own lives. The students will be demonstrating their communication skills, as
well as practicing their listening and critiquing abilities.
II.
Objectives:
1. In an oral presentation, students will be able read their poem to the class and
eloquently and thoroughly explain what they concluded was the message of the poem,
how it related to death, how the poem stimulates the five senses (sensory appeal),
how the poetic tools (similes, metaphors, personification, etc.) help give meaning to
the poem, and do this collectively as a group in three to six minutes.
III.






IV.
Materials:
26 handouts with a reminder of procedure and the page numbers for each poem/group
The Norton Introduction to Literature textbook
275 rubrics to the class to have and 1 teacher rubric
SmartBoard in case any of the groups decides to use it
A beret
Pieces of paper with group names on it
Procedure:
A. Hook – I will be selecting the groups to present from a beret, because berets are very
poetic hats, and explaining that instead of clapping after each presentation, we will be
snapping, because snapping is the poetic form of clapping.
B. Transition – The handout concerning the procedure of events will be handed out, however
I will not go over it as 1. They are seniors in high school and should be able to read and apply
and 2. We must save time in order to get all of the presentations in. I will go over the rubric
handout however, explaining to the class that they are to listen closely to the presentations
and grade and comment on them with care and respect. Their names will be on them, so I
will know if anyone is disrespectful.
C. Main lesson – There will be a quick reminder to handle the poem with care when
presenting it– read it carefully, slowly, and clearly. Their grade and poetic dignity is counting
on it. I will then begin to pick names out of the beret. The students will go up and give their
presentation for up to six minutes while I and the rest of the class grade them with the rubric.
The students should have all of the elements on the assignment sheet and present equally
among them. From this, they are practicing their communication skills as well as exercising
group work and analysis skills.
D. Transition – The students should finish up their rubric scores and hand them in to me.
E. Conclusion – With each of these poems, we found the theme of death to be central to the
piece even though they all had different moods. If you think back to your blog entries,
though, think about if any of these poems had any sort of connection or resonance with you.
Did they mirror your emotions? Did they apply to your life in the past, present, or future?
Think about these tonight because tomorrow, the students become writers!
V.
Assessment: The student rubrics, as well as the teacher rubric, will provide a formal
assessment for the presentations. While I will take into consideration the student’s opinions,
ultimately I have the final say on what grade the group will get. There will be only one grade and it
is as a group, NOT individuals.
VI.
Assignment: The only assignment is to turn in the rubric at the end of class and think about
the questions I posed because tomorrow, they will start the writing process.
Narrative
As the students walk in and take their seats, I begin to explain how the class period is going
to go.
“I will be selecting your names randomly out of the most poetic hat there is, a beret. You
will go up, do your presentation in six or less minutes, and then we will snap for them. We snap
instead of clapping because that’s what we do with poetry.” It is here I will begin to pass out the
handouts for the day, both the reminders and the rubric. I won’t explain the reminders but simple
draw their attention to it. I will, however, explain the rubric.
“Each of you will be receiving 11 rubrics; one for each presentation you watch. While you are
listening carefully to the presentation, you will be filling out this rubric. You will also have about 30
seconds or so of transition time to finish up what you need to write after the presentation. You WILL
be putting your name on these, so be respectful and give constructive criticism. You will lay these
on my desk at the end of class. You will also be turning into me, in a different pile on my desk,
whatever sheet or reference you use during your presentation. If there aren’t any questions, we’ll
get started. We’ve got a tight amount of time so no dilly-dallying. Let’s start with…”
Then I begin by picking a name out of the beret. One by one, the students go up and present
their poem. There will be just enough time to get them all in during the class period. With only a
couple minutes left, I quickly congratulate them on their insights and ask them hypothetical
questions such as “If you think back to your blog entries, though, think about if any of these poems
had any sort of connection or resonance with you. Did they mirror your emotions? Did they apply to
your life in the past, present, or future?” Then, I allude that tomorrow, they will become the
writers, remind them to put the rubrics on my desk, as well as their sheet or reference (whatever
they used for their presentation), and be on their merry way. The assessment takes place in the
presentation grades through the rubric – both my, and their classmates, grading on the rubric and
the comments the students write on the rubric themselves.
Reminder of Procedure…
“Breathe-in experience, breathe-out poetry.”
-Muriel Rukeyser
 You and your partner(s) come up front.
 Read the poem aloud to us.
 Share with us your conclusions about 5 a, b, c, and d on the
assignment sheet.
 You have six minutes – be warned, I will cut you off.
 I will be grading this AS A GROUP.
 I will take into consideration the student’s opinions but
ultimately I make the final decision on the grade.
Jenna and Grant – “Fifth Grade Autobiography” – Rita Dove – 447
Ann and Sarah –“The Fury of Overshoes” –Anne Sexton – 448
Naomi and Jake – “Mid-Term Break” – Seamus Heaney – 450
Liz and Mike – “Barbie Doll” – Marge Piercy – 476
Abby and Jacob – “Death of a Young Son by Drowning” – Margaret Atwood – 500
Jeff and Michele – “We Real Cool” – Gwendolyn Brooks – 509
Molly and Sally – “To a Daughter Leaving Home” – Linda Pastan – 515
Caleb and Chelsea –“The Leap” – James Dickey – 575
Drew and Jarred – “Do Not Go Gentle into That Good Night” – Dylan Thomas – 636
Donna and Claire – “In the Park” – Gwen Harwood – 652
Ed and John – “Because I could not stop for Death”—Emily Dickinson – 664
Noah and Allie and Lucy– “Home Burial” – Robert Frost – 678-681
Critique Form for Poetry Analysis Presentation
4
3
The group had all of
the required items in
their presentation
and was equally
divided.
The group had 3 of
the 4 requirements
and was equally
divided OR had 4 of
the 4 but not equally
divided.
Stands up straight
and establishes eye
contact with
everyone in the
room.
The group had 2 of
the 4 requirements
and not equally
divided.
The group had 1 of
the 4 requirements
and not equally
divided.
Sometimes stands up
straight and
establishes eye
contact.
Slouches and/or does
not look at people
during presentation.
Shows a good
understanding of the
poetic devices,
sensory appeal, and
theme in the poem.
Shows a good
understanding of
parts of the poetic
devices, sensory
appeal, and theme in
the poem.
Facial expressions
and body language
are used to try to
generate enthusiasm,
but seem somewhat
faked.
Does not seem to
understand the
educational reform
very well.
Presentation: The
group stood up
straight, looks
relaxed and
confident. Establishes
eye contact with
everyone in the room
during the
presentation.
Content: shows full
understanding the
poetic devices,
sensory appeal, and
theme in the poem.
Enthusiasm: facial
expressions and body
language generate a
strong interest and
enthusiasm about the
topic in others.
Facial expressions
and body language
sometimes generate a
strong interest and
enthusiasm about the
topic in others.
2
1
Very little use of
facial expressions or
body language. Did
not generate much
interest on topic.
What was the key strengths in this presentation?
What might the presenters have done to improve the presentation?
Other comments?
Day 3 of Lesson Plans
Student Teacher’s Name Naomi C. Kuddes
Grade Level 12th Grade
State Standard Students will extract and construct meaning using prior knowledge, applying text
information, and monitoring comprehension while reading grade level text, LA 12.1.6.o
Respond to text verbally, in writing, or artistically, and LA 12.1.5.a Determine meaning of
words through structural analysis, using knowledge of Greek, Latin, and Anglo-Saxon roots,
prefixes, and suffixes to understand complex words, including words in science, mathematics,
and social studies.
Subject English - Literature
Name of Lesson Death in Poetry: Applying it to Your Own Creation and Moving On to Drama
Period/Time 90 minutes
I.
Goal: The goal for Day 3 of Lesson Plans is for the students to take what they learned in the
last two days and do one of two options as a unit wrap up, as well as apply the poetry basics they
learned in the quiz. After explaining the options and taking the quiz, we will move on to Unit II;
Death in Drama – Antigone.
II.
Objectives:
1. In a 4-6 page paper, students will write a argumentative essay on the poem of their choice,
arguing how it relates to the unit topic, why the poem is effective, what poetic devices it
uses, how/if it uses sensory appeal, and why this poem appealed to them.
OR
2. Students will write 3-4 poems that either responds to one of the poems we read, respond to
different poems, or relate to the topic at hand and read one of these poems out-loud either
to the class or just to the teacher at a scheduled time.
3. When presented with a 6 fill in the blank and 1 short essay question quiz, students will be
able to give all of the definitions for each of the poetic devices on the “Poetic Devices and
Such” handout, give original examples of these devices (NOT the examples on the handout),
and explain what sensory appeal means giving at least one example with 100% accuracy.
III.
Materials:
1. 25 handouts explaining the two options for a ‘final’ of this unit: the essay or poetry
2. 25 fill in the blank/short answer quizzes
3. The Norton Introduction to Literature textbook
IV.
Procedure:
A. Hook –Give a schedule for the rest of the day so the students know what the class period
will entail.
B. Transition – Put everything away except a writing utensil for the quiz.
C. Main lesson – The students will take the seven question quiz individually and keep them at
their desk. If they finish before others, they can take out a book to read, doodle, or sit there
quietly but cannot talk to others. After everyone is done, we will correct the quizzes in class.
They must take out a marker to correct their quizzes. After going through the answers, the
students will turn in their quizzes to the front and pick up the assignment handout. After
returning to their desk, I will go over the handout and explain the expectations for the
essay/poems. If they don’t have any questions, we will move on to our next unit.
Still tying the theme of “death,” we will begin reading the Greek tragedy “Antigone”
aloud in class. First, however, I will give a little background to the story of “Antigone.” After
this, the students will move their desks into a circle and read for the remainder of class,
occasionally being interrupted by me asking specific questions about the text for the students
to answer.
D. Transition – After finding a good stopping point as class comes to a close, I will have the
students’ move the desks back to their original spots.
E. Conclusion – The quizzes will be handed back the next day and it would be to the benefit
of the students to hold on to it as a reference for the final. The students should begin thinking
about and planning the first draft of their essay or poems. They will receive an assignment for
the next day as well and be on their way.
V.
Assessment: In this class period, formal assessment will take place in the form of a seven
question quiz. I expect 100% accuracy on the quiz and it will be graded as such. Another formal
assessment will come in the form of their assignment to reflect thus far on the reading in “Antigone”
in their blogs and explain the relationships between the characters in the play. There will be
informal assessment during the discussions we will have in the midst of reading the play.
VI.
Assignment: The students are to write on their blog their cognitive and emotional response
to “Antigone” thus far, as well as explain two relationships between characters. This blog posting
will be due at 11 P.M. that night.
Narrative – Day 3
As the students take their seats and the bell rings, I will give them an advanced schedule of
what will be happening in today’s class period.
“To begin the class, we will be taking the quiz I told you about yesterday. Make sure you
notice the seventh question on the back. After everyone is done with the quiz, we will be correcting
it in class, so keep it at your desks. When you turn it in on my desk, I want you to pick up this
handout (holds up handout) and take it back to your seats. This entails what your wrap up project
will be concerning death in poetry. After we go through that, we will move onto death in drama. As
a class, you will read aloud the Greek tragedy ‘Antigone.’ I’ll give you a brief background first, but
we’ll start reading today and get as far as possible. So first, put all of your stuff away and I’ll pass
out the quiz.”
While I pass out the quiz, I will inform them that when they are finished, they may take out
a novel and read, doodle, or just sit quietly with their thoughts. I will monitor the class, making sure
there is no cheating or whispering during the quiz. After everyone is done taking the quiz, I will tell
the students to take out a colored pen or marker to correct their own quiz. In correcting the quiz, I
will read the definition aloud and then ask for some of the student’s examples for the terms. If any
of them have a question if one is correct, they may ask. Just in case, I will be going through the
quizzes after they are corrected to double check the answers.
We will then move to the short answer essay question and have a discussion. I’ll ask for
examples of student’s answers, as well as calling on selected individuals. The students will not be
grading their answers, but I want to be sure to have a classroom discussion about the answer if there
was any question left to what sensory appeal is and why it is important in poetry.
After correcting the quiz, the students will drop them off at my desk and pick up the
handout. Once they are all seated, I will go through the handout and describe the two options, as
well as their formats and due dates. When I am finished explaining everything, I will ask the
students to get their literature textbooks out, The Norton Introduction to Literature textbook and
turn to page 1129. This is where the Greek tragedy “Antigone” begins. Before we read, I would write
on the board a few things for the students to keep in mind while reading the play. I always would
highly suggest they take notes of these things.
 Antigone is the daughter of Oedipus, the main character in the Greek tragedy they
read sophomore year.
 The story takes place in Ancient Greece in the city of Thebes during a time of war.
 Antigone’s brothers, the sons of Oedipus, fought against each other for power and
have both killed the other.
 Because of this, Creon has become king.
 In Ancient Greece, it is customary to bury the body of a fallen family member. If the
body is not buried, the gods will not receive it and it is like the deceased will go to
“hell” as opposed to finding “heaven.”
The students will then make a circle with the desks and I will let them assign parts
themselves. To give more opportunity to read, each character in the play will have two readers that
will alternate. I will suggest that these two sit by each other in the circle, so as to make it less
confusing for the readers. They begin to read the story. Occasionally after a point, I will stop the
readers and present a question for class discussion. An example being:
 Ismene says, “You ought to realize we are only women, not meant in nature to
fight against men, and that we are ruled, by those who are stronger, to obedience
in this and even more painful matters.” (lines 70-74) Do Antigone and Ismene differ
in their understanding of what is appropriate for man/woman roles? What about
Creon?
As class time expires, I will give the student their assignment to write in their blogs about
the start of “Antigone.” They should give their initial cognitive and emotional response to the play,
as well as two examples of relationships within the story and how they are central to the plot. The
students may also comment on any of the discussion had in class. It is due by 11 P.M. that night.
After this, they are to return the desks back to their original positions and are able to leave.
Tomorrow, they will continue to read Antigone, but will incorporate actions into their reading.
There are two opportunities for formal assessment on this day. The quiz will provide evidence that
they understand poetic devices and sensory appeal, as well as their blog entry about “Antigone.”
The essay/poems will provide formal assessment at a later date.
Death in Poetry: The Final Frontier
Option 1: First draft due – ONE WEEK from today
Final draft due – TWO WEEKS from today







4-6 page argumentative paper about a poem of choice that talks or alludes to
some form of death (remember, death can be/symbolize/represent numerous
things)
Must have:
o How the poem relates to what we talked about in class, the theme of death
o Why the poem is effective
o What poetic devices it uses
o How/if it uses sensory appeal
o Why the poem appealed to you, personally
No outside sources unless approved by me
MLA format
First person POV
Underline thesis statement and topic sentence in each paragraph on the final
draft.
When turning in final, turn in first draft, a formal outline, and the final draft.
Option 2: First draft due – ONE WEEK from today
Final draft due – TWO WEEKS from today






Write 3-4 poems
The poems will either be response poems to the poems we read in class, response
poems to poems you know outside of class, or be unique poems written by you
about the topic at hand.
There must be a total of at least 72 lines in all of the poems combined.
One of the poems written must be read aloud, either to the entire class or to
myself at a appointed time.
The poems must show an understanding and ability to apply poetic devices and
sensory appeal.
When turning in the final project, the student must turn in all drafts of the poems
– this includes at least one first draft – along with the final product.
Poetic Devices and Sensory Appeal Quiz
Give the definition for each poetic device on the line and then write an example of such device below.
1. Simile:
______________________________________________________________________
i.e.
2. Metaphor: _____________________________________________________________
i.e.
3. Personification: _________________________________________________________
i.e.
4. Onomatopoeia: _________________________________________________________
i.e.
5. Alliteration: ____________________________________________________________
i.e.
6. Oxymoron: _____________________________________________________________
i.e.
Answer the following question in short essay form – at least three sentences and one example.
What is sensory appeal and how does it enhance a poem?