Project GLAD Level 11 12 HS... · Web viewBrooks, Gwendolyn. The Sonnet-Ballad (Soldier Lover’s Death). Cruz, Sor Juana Inés de la (Translation by Muriel Kittel). Oh World, Why

Project GLADPOETRY UNIT: LYRICAL, POLITICAL, MINORITY, SONNETS, & ROMANTICISMGrandview School District: Written by Jeremiah Campbell & Susan Thorpe

Level: High School, AP® Grades 11/12IDEA PAGES

I UNIT THEME : Literature analysis; analyzing how poets evoke the message of their theme through poetic language and rhetorical devices. Thematic based poetry (lyrical, political, romanticism, and minority voice),

and how the thoughts, and feelings, desires and fears of the poet are expressed through his or her poetry.

Form based poetry (English & Italian sonnets), and what it looks like to fit a given theme into specific poetic frame.

Cross-cultural views of poetry used to express thoughts and ideas in multiple levels of multiple societies.

II FOCUS & MOTIVATION : Cognitive Content Dictionary w/ signal word Poetry Big Book Inquiry Charts Observation Charts Nobel Laureate Awards Poems/Chants

III CLOSURE/ASSESSMENT : Home-School Connections Processing Charts Personal Exploration Student made big book Personal explorations Student made poetry (following genres) Teacher/student made quizzes. (Poetry Themes, and rhetorical devise use) Student made poetry, using rhetorical figures appropriately

IV STANDARDS :o National : College Boardo State : reading, writing, communication, social studieso State : English Language Development – listening/speaking, reading, writing

COLLEGE BOARD NATIONAL STANDARDS : Derived from the College Boards AP® Spanish Literature Expected Outcomes.

APSpLit 1: Learn the major literary movements, writers, trends, and ideas that have shaped Hispanic peoples.

Poetry, Levels 11-12 (AP), CA 1Campbell & Thorpe - Project G.L.A.D (May 2010)

a. The student understands, identifies, and analyzes the different thematic elements through Romance, and Italian Sonnet poetry, Romanticism, and Lyrical poetry.

APSpLit 2: Learn modern literary theory and its application in literary analysisb. The student is able to link the theme of a given poem and how its

rhetorical devices evoke that theme.

APSpLit 3: Learn the terminology used to engage in discussions about literary criticism.

c. The student is able to discuss and write about literary theory and its application in poetic analysis of Romance, and Italian Sonnet poetry, Romanticism, and Lyrical poetry.

APSpLit 4: Think critically and logically

APSpLit 5: Speak and Write eloquently about Spanish literature. d. Speak and write eloquently about Romance, and Italian Sonnet poetry,

Romanticism, and Lyrical poetry.

APSpLit 6: Be familiar with the well known writers and the master works of Hispanic literature

APSpLit 7: Demonstrate the techniques of literary analysis.

APSpLit 8: See the development of Hispanic literature and learn to identify the different cultural trends and movements.

APSpLit 9: Understand the literary works as diverse texts, and that even though they are linguistic texts, they can be read as cultural, historic, social, and philosophic texts.

WASHINGTON STATE STANDARDS : Essential Academic Learning Requirements, also know as EALRs

READING :

EALR 1: The student understands and uses different skills and strategies to read.

To meet this standard, the student will:1.1. Use word recognition and word meaning skills to read and comprehend text.1.2. Use vocabulary (word meaning) strategies to comprehend text.1.3. Build vocabulary through wide reading.1.4. Apply word recognition skills and strategies to read fluently.

EALR 2: The student understands the meaning of what is read.


To meet this standard, the student will:2.1. Demonstrate evidence of reading comprehension.2.2. Understand and apply knowledge of text components to comprehend text.2.3. Expand comprehension by analyzing, interpreting, and synthesizing information and

ideas in literacy and informational text.2.4. Think critically and analyze author’s use of language, style purpose, and perspective in

informational and literary text.

EALR 3: The student reads different materials for a variety of purposes.

To meet this standard, the student will:3.4. Read for literary/narrative experience in a variety of genres.

EALR 4: The student sets goals and evaluates progress to improve reading.

To meet this standard, the student will:4.1. Assess reading strengths and need for improvement.4.2. Develop interests and share reading experiences.

Writing

EALR 1: The student understands and uses a writing process.

To meet this standard, the student:1.1. Prewrites to generate ideas and plan writing.1.2. Produces draft(s).1.3. Revises to improve text.1.4. Edits text.1.5. Publishes text to share with audience.1.6. Adjusts writing process as necessary.

EALR 2: The student writes in a variety of forms for different audiences and purposes.

To meet this standard, the student:2.1. Adapts writing for a variety of audiences.2.2. Writes for different purposes.2.3. Writes in a variety of forms/genres.2.4. Writes for career applications.

EALR 3: The student writes clearly and effectively.

To meet this standard, the student will:3.1. Develops ideas and organizes writing.3.2. Uses appropriate style.3.3. Knows and applies appropriate grade level writing conventions.


EALR 4: The student analyzes and evaluates the effectiveness of written work.

To meet this standard, the student will:4.1. Analyzes and evaluates others’ and own writing.4.2. Sets goals for improvement.

COMMUNICATION :

EALR 1: The student uses listening and observation skills and strategies to gain understanding.

To meet this standard, the student:1.1 Uses listening and observation skills and strategies to focus attention and interpret

information.1.2 Understands, analyzes, synthesizes, or evaluates information from a variety of sources.

EALR 2: The student uses communication skills and strategies to interact/work effectively with others.

To meet this standard, the student:2.1. Uses language to interact effectively and responsibly in a multicultural context.

EALR 3: The student uses communication skills and strategies to present ideas and one’s self in a variety of situations.

To meet this standard, the student:3.1. Uses knowledge of topic/theme, audience, and purpose to plan presentations.

EALR 4: The student analyzes and evaluates the effectiveness of communication.

To meet this standard, the student:4.1. Assesses effectiveness of one’s own and others’ communication.

SOCIAL STUDIES :

EALR 3: GEOGRAPHY - The student uses a spatial perspective to make reasoned decisions by applying the concepts of location, region, and movement and demonstrating knowledge of how geographic features and human cultures impact environments.

Component 3.1: Understands the location, physical characteristics, cultural characteristics, and spatial patterns of places and regions on the Earth’s surface.

Component 3.2: Understands human interaction with the environment.


Component 3.3: Understands the geographic context of global issues and events.

EALR 4: HISTORY - The student understands and applies knowledge of historical thinking, chronology, eras, turning points, major ideas, individuals, and themes of local, Washington State, tribal, United States, and world history in order to evaluate how history shapes the present and future.

Component 4.1: Understands historical chronology.

Component 4.2: Understands and analyzes causal factors that have shaped major events in history.

Component 4.3: Understands that there are multiple perspectives and interpretations of historical events.

Component 4.4: Uses history to understand the present and plan for the future.

EALR 5: SOCIAL STUDIES SKILLS - The student understands and applies reasoning skills to conduct research, deliberate, form, and evaluate positions through the processes of reading, writing, and communicating.

Component 5.1: Uses critical reasoning skills to analyze and evaluate positions.

ELD STANDARDS (LEVELS 9-12) : Washington State’s English Language Development Standards are designed to mirror the states EALRs in the areas of listening, speaking, reading, and writing. Each standard contains five proficiency levels: beginning, intermediate, advanced, and transitional. As the state standards mirror the Washington Assessment of Student Learning (WASL), the ELD standards take the state standards and mirror them the Washington Language Proficiency Test (WLPT – II), and it’s four levels of achievement.

LISTENING & SPEAKING

Beginning- Very limited understanding of English Learns to distinguish and produce English phonemes Uses words, gestures, and actions Practices repetitive social greetings Imitates verbalizations of others to communicate

o Basic needso Participate in discussions and activitieso Respond to simple directions

Advanced Beginning- Uses words and/or phrases


Uses appropriate social greetings Participates in social discussions on familiar topics and in academic discussions Develops correct word order in phrases Begins to use content-related vocabulary Retells simple stories and identifies the main points

Intermediate- Uses simple sentences with inconsistent use of syntax, tense, plurals, and subject/verb

agreement Tells a story, informs, explains, entertains, and participates in social and academic

discussions Begins to use root words, affixes, and cognates to determine the meaning of new

words Begins to support main ideas with details

Advanced- Uses descriptive sentences with common grammatical forms with some errors Participates in academic and social discussions using appropriate ways of speaking

based on audience and subject matter Tells a story, informs, explains, entertains, and persuades Uses simple figurative language and idiomatic expressions in discussions Uses root words, affixes, and cognates to determine the meaning of new words

Transitional- Has met criteria for exiting Transitional Bilingual Instructional Program (TBIP) Speaks clearly and comprehensibly using standard English grammatical forms with

random errors Applies content-related vocabulary in a variety of contexts and situations Gives oral presentations

READING Beginning- Expresses self using words, drawings, gestures, and actions:

o Sequences simple texto Answers literal questionso Makes simple predictions

Aware of familiar and unfamiliar sounds Recognizes and produces rhyming words containing familiar sounds Uses and comprehends highly contextualized vocabulary Follows multi-step written directions (e.g., circle, underline, match) Reads short phrases and sentences Begins to understand concepts of print

Advanced Beginning- Expresses self using words and/or phrases to identify:

o Characters


o Settingo Main idea and detailso Compare and contrasto Cause and effecto Draws conclusions

Aware of familiar and unfamiliar sounds Employs word-meaning strategies Applies inflectional endings to words Increases sight-word and content-area vocabulary Distinguishes between genres Reads highly contextualized paragraph-length text composed of simple sentences Applies concepts of print

Intermediate- Expresses self using simple sentences Understands roots and affixes Produces unfamiliar sounds Decodes multi-syllabic words Employs word-meaning strategies Begins to read new text fluently Increases vocabulary through reading across content areas Uses text features to gain meaning, monitors for comprehension, visualizes and

describes images from text, connects text to prior knowledge Distinguishes between fact/opinion and fantasy/reality, infers and makes

generalizations from text Reads text containing compound sentences, yes/no questions, negative, simple past

and future tense, and pronoun referents across content areas

Advanced- Expresses self using descriptive sentences

o Identifies themeo Recognizes literary deviceso Compares and contrasts

Uses a variety of strategies to monitor comprehension Recognizes phonemes within multi-syllabic words Uses word parts to determine word meanings, identifies multiple meaning words

across content areas Reads with increasing fluency, adjusting rate as needed Independently confirms word meanings Uses a variety of resources for research Text increases in length and complexity

Transitional- Adjusts reading rate as needed Uses specialized vocabulary and multiple meaning words appropriately


Uses comprehension and questioning strategies, summarize text, analyzes and applies persuasive devices

Develops research skills States cause and effect, citing evidence from text Comprehends grade level text

WRITING

Beginning- Draws, labels Writes familiar words, sight words, and unfamiliar words Writes to name, describe, or complete a list Begins to use invented spelling, capital letters, participates in group editing Audience may be self, teacher, or known person Sequences pictures to assist with organization Uses graphic organizers to convey main ideas and details Participates in group writing process

Advanced Beginning- Writes unfamiliar words and phrases Begins to write a song or poem based on a model Demonstrates inconsistent use of: Capitals Punctuation Correct spelling Records and gives directions Writes for unfamiliar audience Participates in group brainstorming Writes rough draft, revises, and edits work Offers feedback on others’ writing

Intermediate- Writes simple sentences and paragraphs Demonstrates increasing control of:

o Capitalso Punctuationo Correct spellingo Syntax

Uses reference tools to self-edit conventions Develops own voice in writing Organizes paragraph using a topic sentence and supporting details Distinguishes between writing for different audiences and purposes Uses basic transitions Chooses and maintains a focus, utilizing a topic sentence and supporting details Writes individually and in a group process Writes rough draft independently


Advanced- Uses descriptive sentences Develops a topic in multiple paragraphs using topic sentences and supporting details Distinguishes between relevant and irrelevant details Writes for a variety of audiences and purposes Uses grade level conventions inconsistently Refines voice in writing Follows the five step writing process (with assistance in editing and revising)

Transitional- Uses specialized vocabulary across content areas Uses standard grammar and conventions with lapses characteristic of ELL students


V VOCABULARY :

Literary Termsambiguityanadiplosisanaphoraantithesisaphaeresisapostrophearchaismassonance rhymeballadCarpe Diemcouplet chorusconsonance rhymedefense/apologyEnglish sonnetenjambmentepithetfootgradation/climaxhyperboleiambic pentameterindirect speechItalian sonnetjuxtapositionIn medias res

(lat “in the middle of things” )linguistic typologylyricalmetaphormetonymyoctaveodeonomatopoeiaparadoxparallelismpersonificationpersonificationpolyphonypolyptotonpolysyndetonquatrainregister

rhyme scheme

romanceromanticismsettingsestet

Poem VocabularyantennaearmamentBaccusbandbrigburnishedcandlechastechidecondemnsCoquettishcorolladefrockedferociousimpedimentsimposedlamentinglibationsmelancholyniveouspendantspompouspreyrenderedresplendentsaltpetertailwindtempeststendrilstenuoustremorunfathomablevanityyoke


AuthorsMaya Angelou USA 1928-Gustavo Adolfo Bécquer Spain 1836-1870Sor Juana Inés de la Cruz Mexico 1651-1695Gwendolyn Brooks USA 1917-2000José de Espronceda Spain 1808-1842Nicolás Guillén Cuba 1902-1989Antonio Machado Spain 1875-1939John Milton England 1608-1674Pablo Neruda Chile 1904-1973William Shakespeare England 1564-1616Alfonsina Storni Argentina 1892-1938

RESOURCES :Poems:Angelou, Maya. I Know Why the Caged Bird Sings.

Angelou, Maya. Mama Welfare Roll.

Bécquer, Gustavo Adolfo. What is Poetry?

Brooks, Gwendolyn. The Sonnet-Ballad (Soldier Lover’s Death).

Cruz, Sor Juana Inés de la (Translation by Muriel Kittel). Oh World, Why Do You Thus

Pursue Me?...

Espronceda, José de. Song of the Pirate.

Guillén, Nicolás. Ballad of the Two Grandfathers.

Machado, Antonio. I Have Walked Many Roads.

Milton, John. On His Blindness.

Neruda, Pablo. Ode to the Artichoke.

Shakespeare, William. Sonnet 116.

Storni, Alfonsina. You want me white.

Storni, Alfonsina. Ancestral Burden.


Teacher Resouces:

Rodríguez, R. (2004). Momentos cumbres de las literaturas hispánicas: Una introducción al análisis literario. Upper Saddle River, N.J.: Pearson Prentice Hall.

García-Pelayo y Gross, R. Diccionario Larousse del Español moderno: Un nuevo diccionario de la lengua española. Penguin Group, New York.

McDougal Littell/Nextext. (2003). Abriendo puertas: Teacher’s Resource Manual, vol 2. Evanston, Ill.

Pereira-Muro, Carmen. (2003). Culturas de España. Houghton Mifflin Co. Boston.

Denise. The beauty of writing. http://www.writing.com/main/view_item/item_id/1173444

The Erin Gruwell Education Project.http://www.freedomwritersfoundation.org/atf/cf/%7B54DFEA61-B648-4A02-9C8D-

C0B5D23FA780%7D/FREEDOM%20WRITERS%20DIARY%20SUMMARY.PDF


http://www.freedomwritersfoundation.org/atf/cf/%7B54DFEA61-B648-4A02-9C8D-C0B5D23FA780%7D/FREEDOM%20WRITERS%20DIARY%20SUMMARY.PDF

http://www.freedomwritersfoundation.org/atf/cf/%7B54DFEA61-B648-4A02-9C8D-C0B5D23FA780%7D/FREEDOM%20WRITERS%20DIARY%20SUMMARY.PDF

http://www.writing.com/main/view_item/item_id/1173444

UNIT PLANNING PAGES

I. FOCUS/MOTIVATION• Cognitive Content Dictionary with Signal Word• Big Book• 3 standards• Observation charts• Inquiry charts• Realia (Student Published Book of Poetry, Spanish Sword)• Nobel Laureate Awards

II. INPUT• Graphic Organizer (World Map)• Pictorial Input Chart (Romanticism)• Narrative Input Chart (Freedom Writers)• 10/2 lecture with primary language groups• Read alouds

III. GUIDED ORAL PRACTICE• T-graph for Social Skills/Team points• Expert groups (Genres of Poetry)• Picture files - observe, classify, categorize, • Process Grid (Comparative of poetry genres)• Mind map (romanticism)• Personal interaction• Poetry & Chants• Exploration Report• Sentence Patterning Chart (to The Farmer and the Dell)

IV. READING/WRITING

A. TOTAL CLASS MODELING: • Co-op strip paragraph• Story Map (from narrative Input)• Poetry frame & Flip chant• Found Poetry • Memory bank• DRTA

B. SMALL GROUP PRACTICE: • Co-op strip paragraph• Flexible group reading: (heterogeneous, leveled)• ELD preview/review• Ear-to-ear reading (Poetry Booklet, beginning with Here There)• Expert groups• Team tasks


• Clunkers & Links• SQ3R• Group Frame• Focused reading

C. INDIVIDUAL USE• Learning logs• Listen & Sketch• Interactive Journals• Poetry Booklet• Focused reading with personal CCD• Reading/writing choice• Personal response• Writing their own poetry (follow genre models)• Individual Tasks

D. WRITER’S WORKSHOP• Mini lesson• Write• Author’s chair• Conference

V. EXTENDED ACTIVITIES FOR INTEGRATION• Poetry Analysis• Individual Chants • Diorama for living wall• Listen & Sketch (“Ancestral Burden,” Alfonsina Storni)• Reader’s theater• Art

VI. CLOSURE/EVALUATION/ASSESSMENT• Jeopardy Game (with process grid)• Process all charts/inquiry• Portfolio assessment: Teacher and self-assessment• Assessment of skills in group frames and learning logs• Assessment of personal process grid• Analytical essay of a poem (AP free response poetry analysis).• Team & Personal exploration

- Teacher/student rubric• Team/class social action plan • Graffiti Wall• Letter to parents • Teacher/student made tests


SAMPLE DAILY LESSON PLAN

DAY 1:

FOCUS/ MOTIVATION Three Personal Standards with awards Nobel Laureate Awards Cognitive Content Dictionary (with signal word: Romanticism) Observation Charts Inquiry Charts Big Book Discuss Portfolios

INPUT World Map: (Famous poets and their genres)

10/2, Learning Log, ELD Review (with primary lang. groups)

GUIDED ORAL PRACTICE Chant: Political Poetry (I’m a nut) T-graph for social skills (cooperation) – Team points Picture Files

Free exploration Classify/categorize: list, group, label Exploration report

Chant: Sonnet Bugaloo

GUIDED ORAL PRACTICE Chant (Poems Here, Poems There)

INPUT Pictorial Input Chart: (Romanticism)

10/2, Learning Log, ELD Review (with primary lang. groups)

READING/WRITING Writers’ Workshop

Mini lesson Author’s Chair

CLOSURE Personal Interaction

Discuss “What is poetry?” (Gustavo Adolfo Bécquer) Flexible group Reading

Home/School Connection


Interactive Journals Process Charts

DAY 2:

FOCUS/ MOTIVATION Three Standards (w/awards) Cognitive Content Dictionary (with signal word: Genre) Process home/school connection Review Input Charts with word cards Process Chants- Highlight, Sketch, w/ picture file cards

INPUT Narrative Input Chart (Freedom Writers)

Learning Logs, 10/2, scouts

GUIDED ORAL PRACTICE CHANT:

READING/WRITING Expert Group (2) -Team Tasks Journals or Writers’ Workshop Flexible reading groups

CLOSURE Process inquiry Journals Home/School Connection


DAY 3:

FOCUS/ MOTIVATION Three Standards (w/awards: book mark) Process home school connection Cognitive Content Dictionary with signal word- Student Selected

Vocabulary Review narrative Input with word cards & conversation

bubbles. Process chants-highlight, sketch, add picture file cards

GUIDED ORAL PRACTICE Chants Sentence Patterning Chart (poets)

Reading Game Trading Game Flip Chant (poets)

Expert Groups (Lyrical Poetry & English Sonnets) -Team Tasks -Oral Team Evaluation (from T-Graph) Mind Map Process Grid READING/WRITING Coop Strip Paragraph read, respond, revise, edit Flexible reading groups

CLOSURE Journals or Writers’ Workshop Read aloud Listen & Sketch


DAY 4:

FOCUS/ MOTIVATION Three Standards (w/awards: New award: button) Cognitive Content Dictionary with signal word-- Student Selected

Vocabulary (second choice from day 3) Process home/school connection Review Narrative W/ story map Process chants-highlight, sketch, add picture file cards

GUIDED ORAL PRACTICE Chants

READING/WRITING Team Task Evaluation (oral/team share) Flexible Reading Groups -ELD Group Frame (w/ narrative Input) -Clunkers and Links w/ SQ3R-at or above level reading Ear-to-Ear Reading Read aloud

CLOSURE Process Inquiry Reading the walls with personal CCD/Picture Dictionary


DAY 5:

FOCUS/MOTIVATION Three Standards (w/awards) Cognitive Content Dictionary - Signal Word Process Home/School Connection

READING/WRITING Flexible group reading -Cooperative Strip Paragraph (struggling

or emergent readers)- Team tasks: team written evaluations- Prepare for team presentations

Found poetry Poetry read alouds

CLOSURE Team jeopardy (literature terms/genres) Process inquiry and observation charts Evaluate week Reflective letter Personal exploration Team Action Plan Graffiti wall


BIG BOOK

If this were our last lesson together, I would want you to know that poetry is a unique expression of thoughts and ideas.


-Lyrical poetry has expressed the thoughts, feelings, and desirers of the author since the Greek writings in 500B.C.

But, if this were our last lesson together, I would want you to know that poetry is a unique expression of thoughts and ideas.


- Political poetry is used to express a viewpoint about what is happening in the work. A popular form of modern political poetry is music.



- Romanticism is not the same as romantic. Romanticism is the ideal view of the author in conflict with the real world or society. Here you are able to express yourself freely with your dreams and desires.



- The English sonnet creatively expresses an idea within the structure of a pattern. The poet must use the correct number of syllables, lines, and rhyme scheme.




- In poetry, the minority have a voice. They can use words to find liberty, and apologies to defend their personal views, and express their ideas.




Pictorial Input Chart


More background information:Romanticism

Poetic Language:Romanticism in poetry often employs visual imagery full of symbols, metaphors, metonymies, synecdoches, and similes. However, it is important to remember, that the poetic language of a political poem is optional, and entirely at the discretion of the poet.Tone:Tone is the attitude expressed by the author toward the subject of the poem, or audience. The tone of a poem has many possibilities; it may be formal, informal, intimate, solemn, somber, playful, serious, ironic, sarcastic, satirical, or even condescending. Romanticism expresses an ideal view of life from their mind’s eye. Therefore, the tone, or attitude of the poem has to reflect the personal views of the author. The structure, meter, and explicit vocabulary are the most common ways to express tone through poetry.ThemeRomanticism is the ideal view of the author in conflict with reality or society. This can include a “happily ever after” romantic view, but it is not limited to it. Many themes are in conflict of an oppressive force, such as a government. Therefore, the themes in romanticism will vary as much as the author’s view. OriginRomanticism originated in the eighteenth century in Western Europe. France was a great source of Romantic literature and art, as many authors and artists began to conflict with the societal norms and expectations. It was also during that time that the French revolution took place, where the French people executed the monarchy, and established a republic. This is one of the greatest examples of romanticism becoming reality!Famous Authors:José de Espronceda was born in Spain, 1808, and died 1842. He was an eccentric European, and a political rebel that expressed many of his lyrical rhymes in a romantic form. One of the biggest underlying themes of Espronceda’s work was freedom from the norms of society.

Gustavo Adolfo Bécquer was born in Spain in 1836, and died in 1870. As a young romanticist, he was poor, and none of his works were published during his lifetime. Bécquers common underlying theme in his rhymes is love, to which he used a mixture of poetic styles, rhymes and meters to create very clever poetry. Bécquer used a lyrical voice in his poetry, and today his rhymes are among the most quoted in the Spanish language.


More information:Italian Sonnet

Poetic Language:The Italian sonnet has a very rigid use of poetic language. This sonnet is divided into an octave, which is two stanzas of four lines called quatrains, and a sestet, or two stanzas of three lines called tercets. All together, this sonnet is twelve lines long. Each line of the poem is eleven syllables long. The Italian sonnet uses consonance ending rhyme, which has the same syllable sounds. This ending rhyme scheme can follow one of three combinations: a-b-b-a, a-b-b-a, c-d-c, d-c-d, or a-b-b-a, a-b-b-a, c-d-e, c-d-e, ora-b-b-a, a-b-b-a, c-d-e, d-c-e.Tone:Tone is the attitude expressed by the author toward the subject of the poem, or audience. The tone of a poem has many possibilities; it may be formal, informal, intimate, solemn, somber, playful, serious, ironic, sarcastic, satirical, or even condescending. Italian sonnets can express any one of these tones, as it is entirely up to the poet’s decision. The structure, meter, and explicit vocabulary are the most common ways to express tone through poetry.Theme:Similar to the tone of the Italian sonnet, the poet is free to write about any theme that is important to them. This can allow this type of poem to also be classified in other genres, such as romanticism, lyrical poetry, minority poetry, or political poetry. However, the Italian sonnet is divided into five different categories based on its theme: Historical, Lyrical, Legendary, Novel, and Fronterizo (dealing with the ancient conflict of the Spanish and Arabs),Origin:The Italian sonnet was created by Giacomo da Lentini in Tuscany, Italy in the thirteenth century. It was later adapted and widely used in Spain and England in the 16th century.Famous Authors:

Sor Juana Inés de la Cruz was a nun, born, 1651 in Mexico, and died 1695 while the Spanish empire still controlled the Mexican territory. She was an extremely well educated woman who lived in convent in the capitol that boasted one of the greatest libraries in Latin America. Sor Juana was a outspoken feminist that used poetry to find a voice for the oppression and unrealistic expectations of women in society.

John Milton, born in England in 1608, and died in 1674. He was a civil servant, and best known for his book Paradise Lost. Milton was an accomplished writer, and a poet as

well. Milton lived in England during a time of great religious conflict between the Catholic and Protestant doctrines and theological views. Due to this conflict, much of

his personal doctrinal views are reflected in his poetry


Poetry Book

Student Name:


Poems Here, Poems Thereby: J. Campbell

Poems here, Poems there,Poems, Poems everywhere.

Consonantal poems rhyming perfectly,Metaphoric poems comparing profoundly,

Lyrical poems expressing emotionally,And voiced poems conversing polyphonically.

Poems in music,Poems around politics.

Poems in every country,And poems throughout the centuries.

Poems here, poems there,Poems, poems everywhere.

Poems! Poems! Poems!


ITALIAN SONNET YES SIR!

by: J. Campbell

Is it an Italian sonnet? Yes sir!Is it an Italian sonnet? Yes sir!How do you know? It has two quatrains!How do you know? It has two tercets!What’s a quatrain? Four lines in a stanza!What’s a tercet? Three lines in a stanza!

Do they have consonance rhyme? Yes sir!Do they have consonance rhyme? Yes sir!What’s that? Perfect rhyme!What does it look like? Same last syllables!Give me some examples! Moon and spoon!Give me some examples! Flat and sat!


SONETO ¡SÍ SEÑOR!por: J. Campbell

¿Es un soneto? ¡Sí señor!¿Es un soneto? ¡Sí señor!¿Cómo saben? ¡Tiene dos cuartetos!¿Cómo saben? ¡Tiene dos tercetos!¿Qué es un cuarteto? ¡Cuatro versos en una estrofa!¿Qué es un terceto? ¡Tres versos en una estrofa!

¿Sonetos tienen consonancia? ¡Sí señor!¿Sonetos tienen consonancia? ¡Sí señor!¿Qué es esa? ¡Rima perfecta!¿Cómo mira? ¡Sílabas iguales!¡Denme unos ejemplos! ¡Honesto y gesto!¡Denme unos ejemplos! ¡azucena y refrena!


English Sonnet Bugalooby: S. Thorpe & J. Campbell

Shakespeare was the man back in the day,Writing English sonnets, he had so much to say.More difficult than you would think, writing these rhymes,I’ll break it down for you, let’s take it one at a time.

Shakespeare, sonnet, rhyming too,Doing the English sonnet bugaloo.

Sonnets are divided into stanzas,We’re on our way to rhyming extravaganzas.Stanzas are like paragraphs – groups of lines.To write these sonnets – it must take time.

Stanza, lines, divided too,Doing the English sonnet bugaloo.

A stanza has four lines, called a quatrain,A couplet has only two lines, you can’t complain.Three quatrains and a couplet equal fourteen lines,No more, no less, that blows my mind!

Quatrain, couplet, 14 lines too,Doing the English sonnet bugaloo.

Now onto iambic pentameter we must go,Difficult to describe, but good to know.Every line has ten syllables – can’t you see?Even numbered syllables are accented naturally.

Iambic, pentameter, syllables too,Doing the English sonnet bugaloo.

Shakespeare ended with couplet stating the theme,He was known for being quite extreme.We’re going to end with something he said, In King Richard III “Off with his head!”

Shakespeare, sonnet, rhyming too,Doing the English sonnet bugaloo.



Political Poetry(I’m a Nut)by: J. Campbell

Political poetry is here to stay,Activists will keep writing ‘till they get their way.Problems in society are brought to light,Be careful with this poet ‘cause she’ll pick a fight!

It’s a social issue, write about it!It’s a social issue, write about it!

Welfare, the economy, immigration,World hunger, war, or education.When there’s a problem and you don’t know what to do,Just write about the issue that’s important to you.

It’s a social issue, write about it!It’s a social issue, write about it!


Minority Poetry(Army Cadence)

by: J. Campbell

We all know what we’ve been told,Minorities can’t be undersold!Others try to take their voice,But through poetry they’ve found their voice.

Sound off! Women’s voice!Sound off! Ethnic voice!Sound off! 1, 2, 3, 4… Let’s hear ‘em!

The dominate culture is often heard,But the others’ voice is usually blurred.Through their poems we can see,A new worldview that makes them free.

Sound off! Minority culture!Sound off! World view!Sound off! 1, 2, 3, 4… Let’s hear ‘em!


Project GLADPoetry

HOME/SCHOOL CONNECTION #1

At home with your parents/family/adult, describe the different poets and genres you learned today on the World Map.

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Student Signature Adult Signature

Project GLADPoesía

HOGAR/ESCUELA CONEXIÓN #1

En casa con tus padres/familia/un adulto, describe los poetas y géneros diferentes que has aprendido hoy en el mapamundi.

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Firma estudiantil Firma del adulto


Project GLADPoetry


Explain the characteristic of Romanticism that is the most interesting to you, to your parent or an adult at home.

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Project GLADPoesía


Explica la característica que para ti es la más interesante del romanticismo a un padre o adulto en casa.

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Project GLADPoetry


Describe one interesting fact that you learned so far from the story about the Freedom Writers, or one of the chants.

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Project GLADPoesía


Describe un dato interesante que aprendiste esta semana del cuento de los Freedom Writers (Escritores de Libertad), o de uno de los cantos.

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Project GLADPoetry


Play your favorite song for someone in your family. Explain one poetic characteristic you learned from this unit to them that is in that song.

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Project GLADPoesía


Toca tu canción favorita para alguien en tu familia. Explícale una característica poética que aprendiste de esta unidad que aparece en tu canción.

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Expert Group:Lyrical Poetry

Poetic Language:In lyrical poetry, the poetic language uses a lyrical voice. The lyrical voice is the expression of thoughts, desires, and fears if the poet. In this type of poetry, the poet generally uses images to describe their ideas. It is also possible to use similes, personification, metaphors, metonymies, or other rhetorical figures, but there is no one required figure, it is entirely up to the poet.

Tone:Tone is the attitude expressed by the author toward the subject of the poem, or audience. The tone of a poem has many possibilities; it may be formal, informal, intimate, solemn, somber, playful, serious, ironic, sarcastic, satirical, or even condescending. Lyrical poetry expresses desires, fears, thoughts, and many other emotions. Therefore, the tone, or attitude of the poem has to reflect the emotions and feeling of the author. The structure, meter, and explicit vocabulary are the most common ways to express tone through poetry.

ThemeThe poets discover themselves, letting you know their emotions and pains in decisive moments of their lives. They tell about their loves, ambitions, anguishes, and their feelings. Their poems, generally brief have various themes, a lively rhyme and a fresh, direct and bold language. Each poet has their own personal style, with preferred thems according to their own life experiences.


Origin:Lyrical poetry began in Greece around A.D. 500. It was originally a song that was sung with a lyre, a guitar like instrument. Lyrical poetry was used in distinct occasions such as, banquets, official religious festivals, sport competitions, and other important events. This type of poetry eventually evolved into the form we see today, however it is sometimes still used in music.

Famous Authors:Antonio Machado was born in Seville, Spain in 1875, and died in France in 1939 during the Spanish civil war. He was a leader of the generation of 98’ literary movement of Hispanic authors. He is famous for his modernistic style of writing, combined with a tone of melancholy. Machado was also famous for his use of metaphors, and poetic symbols.

Pablo Neruda was born in Chile in 1904, and died of heart failure during the military takeover of the fascist dictator Augusto Pinochet. Although Neruda was a political activist for communism, and spent some time in exile in Italy, he won the Nobel Prize for Literature. Neruda’s poetry is world famous for his use of metaphors, originality, themes of love, and his lyrical voice.


Expert Group:English Sonnet

Poetic Language:The English sonnet has a very rigid use of poetic language. This sonnet is divided into three stanzas of four lines, called quatrains, and one stanza of 2 lines called a couplet. All together, the sonnet is fourteen lines long. Each line of the poem is formed in iambic pentameter, meaning that every even syllable is accentuated or stressed, and the line is ten syllables long. The third quatrain of the poem usually contains a volta, or change in imager or theme, and the couplet generally is used for a summary of the poems theme. There is also a required ending rhyme scheme: a-b-a-b, c-d-c-d, e-f-e-f, g-g.

Tone:Tone is the attitude expressed by the author toward the subject of the poem, or audience. The tone of a poem has many possibilities; it may be formal, informal, intimate, solemn, somber, playful, serious, ironic, sarcastic, satirical, or even condescending. English sonnets can express any one of these tones, as it is entirely up to the poet’s decision. The structure, meter, and explicit vocabulary are the most common ways to express tone through poetry.

ThemeSimilar to the tone of the English sonnet, the poet is free to write about any theme that is important to them. This can allow this type of poem to also be classified in other genres, such as romanticism, lyrical poetry, minority poetry, or political poetry.


Origin:The English sonnet is originally based from lyrical poetry in the form of a song. Although there are varying forms of English sonnet styles, the most commonly used style today was formed in the fourteenth century, and popularized by William Shakespeare around the turn of the 17th century.

Famous Authors:Gwendolyn Brooks was born in Topeka Kansas, 1917, and died in 2000. She was the granddaughter of a runaway slave who fought in the Civil War. Her first poem was published when she was only thirteen years old. She continued to write on many different topics, in many different genres for the rest of her life.

William Shakespeare, born in England in 1564, and died in 1616. He was a playwright, and poet. His tragedies, comedies, and eloquent use and alteration of the English language has made him one of the world’s most famous writers. As a sonneteer, he is famous for popularizing the most popular form of the English sonnet.


Expert Group:The Minority Voice

Poetic Language:Often literature is the best place for the minority to express their voice. The minority voice in poetry often uses symbolic imagery, and can follow many different patterns. However, this genre is thematically based, that the poetic language is optional, and entirely at the discretion of the poet.

Tone:Tone is the attitude expressed by the author toward the subject of the poem, or audience. The tone of a poem has many possibilities; it may be formal, informal, intimate, solemn, somber, playful, serious, ironic, sarcastic, satirical, or even condescending. The minority voice expresses a generally oppressed or overlooked view. Therefore, the tone, or attitude of the poem has to reflect the personal views of the author. The structure, meter, and explicit vocabulary are the most common ways to express tone through poetry.

ThemeMinority poetry is a thematically based genre of poetry. The theme must deal with the traditionally underrepresented views or happenings with a gender or cultural minority. Two very common groups that have used poetry as a voice to evoke their views or oppression have been women in feminist poetry, and ethnic minorities.


Origin:One can assume that political poetry has existed as long as any dominant group/culture has oppressed, or overshadowed another, which date to prehistorical times. During those times, minority poetry would take the form of songs that dealt with the specific issues. Later those songs developed into written form.

Famous Authors:Alfonsina Storni was born in Argentina in 1892, and died in 1938. Her poetry dedicated represented one of the most complete feminist expressions of Hispano-American literature. Her works have also contributed greatly to the consciousness of the marginalized state of women in society.

Nicolás Guillén, the most esteemed Cuban poet of the twentieth century, and considered the axis of Afro-Caribbean poetry. He was born in Cuba in 1902, and died in 1989. Many of his works discuss the differences between the marginalized Afro-Caribbean population, and the Spanish-European populations of the Caribbean. Guillén was a Mestizo, meaning he was a descendent of both groups. He used his poetry to discuss both the social segregation between the two racial groups, as well as the traditions and folklore of the minority African populations of the Caribbean.

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Poetry Mind Map


Poetic Language

Tone

Origin

Famous Authors

Theme

Poetry Unit Process Grid

Poetic Language Tone Theme Origin Famous Poets

Romanticism

Lyrical Poetry

English Sonnet

Italian Sonnet

Voice of the Minority


Poetry Unit Process Grid

Poetic Language Tone Theme Origin Famous Poets

Romanticism

- Author’s preference.(open)- Symbolism is common

- positive in their view, - Negative in view towards society/the world.

The ideal view of the author, conflicting with reality/society.

18th century, western Europe. Popularized in France for their conflict of societal norms.

- José de Espronceda- Gustavo Adolfo Bécquer

Lyrical Poetry

Lyrical voice The emotion/feelings of the author (optional)

Expression of thoughts, feelings, desires, and fears, etc.

Greek writings 500 B.C.a - Pablo Neruda- Antonio Machado

English Sonnet

-iambic pentameter- 3 quatrains-1 couplet- volta- rhyme scheme- 10 syllables

Author’s preference.(open)


Based from lyrical poetry, originally as a song. English style popularized in the 14th century.

- William Shakespeare- Gwendolyn Brooks

Italian Sonnet

- 2 quartets- 2 tercets- 11 syllable lines- consonant rhyme- set rhyme scheme

- generally over more serious.(uses arte mayor verses)


- Based in Italy from the 13th century-Adapted in Spanin in the 16th century

-Sor Juana Inés de la Cruz-John Milton

Voice of the Minority

- apology- unique expressions of the group

Power and/or pride Open expression of a marginalized group.

- Feminism – 17th century- Ethnic poetry was popularized in the 19th

century.

- Alfonsina Storni- Nicolás Guillén


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Documents

Project GLAD Level 11 12 HS... · Web viewBrooks, Gwendolyn. The Sonnet-Ballad (Soldier Lover’s Death). Cruz, Sor Juana Inés de la (Translation by Muriel Kittel). Oh World, Why