English IV
English Language Arts and Reading
Unit: 02A Lesson: 01
Day 2 of 12
Evaluating Poetry across Time
Lesson Preparation
READING
Daily Lesson 2
TEKS
Ongoing TEKS
E4.1B
E4.7A
Key
Understandings
and
Guiding
Questions
Vocabulary of
Instruction
Materials
Attachments
and Resources
Advance
Preparation
E4.1E
E4.5D
E4.15Ci-iii
• Readers make connections in order to better understand themselves and the world around them by reading a variety of texts and genres.
 How do you understand and analyze poetry?
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1.
Sonnet
Sensory language
Allusion
Conceit
Theme
Tone
Reader’s Notebook (1 per student)
British poem in epic or ballad form from Daily Lesson 01 (class set)
English sonnet containing imagery, as well as literary allusions and/or conceit (class set)
Dictionary or access to electronic dictionary (class set)
Chart paper (if applicable)
Teacher Resource: English IV Unit 2A Writing Appetizer (1)
Handout: TP-CASTT (1 per student) (optional)
Prepare to display visuals as appropriate.
2. Select and duplicate one English sonnet containing imagery, as well as literary allusion and/or conceit.
3. Duplicate Handout: TP-CASTT (1 per student) (optional)
4. Refer to Teacher Resource: English IV Unit 2A Writing Appetizer. Prepare accordingly.
Background
Information
Students continue to develop familiarity with works of fiction by British authors from each major literary period.
Sonnet is a form of poetry that is traditionally fourteen lines and contains a notable shift. In an English sonnet, the shift occurs in the final
couplet. The couplet may summarize or offer a fresh perspective on the subject of the poem. Sonnets employ the conventions of rhyme and
©2011, TESCCC
06/01/13
Page 1 of 4
READING
Daily Lesson 2
meter (i.e., iambic pentameter).
This Instructional Routine partially assesses Performance Indicator: “Record multiple entries that include personal and world connection,
thoughts, and responses to literary and informational texts.”
Sensory language – words an author uses to help the reader experience the sense element of the story. Sensory language is
language that appeals to one or more of the five senses: sight, sound, touch, smell, and taste.
Allusion – a reference within a literary work to another work of literature, art, or, real event
Conceit – an extended metaphor in poetry or literature that is often fanciful or elaborate (e.g., Our eye-beams twisted, and did
thread/Our eyes upon one double string in John Donne’s “The Extasie”)
Theme – the central or universal idea of a piece of fiction or the main idea of a nonfiction essay
Tone – the author’s particular attitude, either stated or implied in the writing
Teacher Notes
English IV
English Language Arts and Reading
Unit: 02A Lesson: 01
Instructional Routines
READING
Daily Lesson 2
Duration
and
Objective
Mini Lesson
Suggested Duration: 50-60 min.
Content Objective: Students identify and analyze imagery, literary allusions, and conceits in order to understand how they contribute to theme
and tone in poetry.
1. Writing Appetizer: 7 min.
2. Remind students that they are studying poetry of various forms from various British literary periods.
3. Ask: How does the TP-CASTT strategy help you comprehend a poem and analyze its theme? Discuss responses.
4. Explain to students that poets use sensory language to create imagery. Patterns of imagery, literary allusions, and conceits reveal theme,
set tone, and create meaning in metaphors, passages, and literary works.
5. Define terms using student-friendly definition: imagery, literary allusion, conceit, theme, and tone. Students record the definitions in their
Reader’s Notebook. Students leave space next to each definition to write an example of the term from literature.
6. Provide an example of one of the terms. Model how to record the example next to the definition in the Reader’s Notebook.
7. Refer to the poem read in Daily Lesson 01 and record relevant examples of the terms. Students may not locate examples for all of the terms
Learning
Applications
at this time. Discuss and analyze how the author’s patterns of imagery, literary allusions, and conceits reveal theme, set tone, and create
meaning in the poem.
1. Distribute the poem selected for this Instructional Routine.
2. Students read the poem individually.
3. Students read the poem a second time and use the TP-CASTT strategy to analyze the poem and identify its theme. Students record TPCASTT notes in their Reader’s Notebook.
4. Students consult the dictionary to define unfamiliar words and analyze textual context to draw conclusions about the nuance in word
meanings.
5. Students meet in small groups to discuss the poem and its theme. Students identify examples of terms: imagery, literary allusion, conceit,
theme, and tone. Students record examples next to the definitions in their Reader’s Notebook.
©2011, TESCCC
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READING
Daily Lesson 2
6. Students discuss and analyze how the author’s patterns of imagery, literary allusions, and conceits reveal theme, set tone, and create
Closure
meaning in the poem.
1. Groups share the main points of their discussion with the entire class.
2. Reader’s Notebook reflection: Select an excerpt from the poem containing an image, allusion, or conceit. Reflect on the chosen
excerpt.
3. Students engage in Independent Reading.