How did American poetry change over the course of a century?
Objective: Students will 1) compare & contrast features in poems, and 2) gather, record, and share background information about poets.
1. Word of the Day #25: apprehensive
2. Language Lab #21
3. As a class, we read Robert Frost's poem "Out, Out -- "
4. In our notebooks, we made a diagram (either T-chart or Venn diagram) comparing and contrasting Frost's poem "Out, Out -- " and Longfellow's poem "The Psalm of Life."
5. As a class, we discussed our poem comparisons and what the differences suggested about the development of American poetry between 1838 and 1936.
6. We individually read background information about one of three poets: Edgar Allen Poe, Emily Dickinson, or Walt Whitman.
7. Working in small groups, we summarized information in our notebooks about our assigned poets and their personality, literature, and public reception.
8. We switched groups and taught each other about the poets we had studied. Again, we took notes on each author's personality, literature, and public reception.
For next time: Bring Writer's Notebook and vocabulary cards for check-off.
Objective: Students will 1) compare & contrast features in poems, and 2) gather, record, and share background information about poets.
1. Word of the Day #25: apprehensive
2. Language Lab #21
3. As a class, we read Robert Frost's poem "Out, Out -- "
4. In our notebooks, we made a diagram (either T-chart or Venn diagram) comparing and contrasting Frost's poem "Out, Out -- " and Longfellow's poem "The Psalm of Life."
5. As a class, we discussed our poem comparisons and what the differences suggested about the development of American poetry between 1838 and 1936.
6. We individually read background information about one of three poets: Edgar Allen Poe, Emily Dickinson, or Walt Whitman.
7. Working in small groups, we summarized information in our notebooks about our assigned poets and their personality, literature, and public reception.
8. We switched groups and taught each other about the poets we had studied. Again, we took notes on each author's personality, literature, and public reception.
For next time: Bring Writer's Notebook and vocabulary cards for check-off.