Quinn English Poetry Unit 1 Days 1 and 2 Chunked and Presented

 

QUINN ENGLISH 10 POETRY UNIT 1 — DAYS 1–2

Name ________________________________Date ________

Task: 
Students will analyze how poets use figurative language and structure to develop theme and create emotional impact.

Standards: 10. R.1.2 Theme and Central Idea, 10.R.1.3 Structure and Organization, 10.R.1.4 Figurative Language and Sound Devices

Question	Response
Bell Work: Textbook Page 76. Define the words. Use each in a sentence.   Bewildered: Confused   Blundering:  Clumsy   Trembling: Shaking because fear, excitement or weakness	It bewilders me how someone can be so blundering with trembling hands.   Kaylee was blundering her coffee and I was bewildered because I was wondering why she was trembling.     He was trembling because he was bewildered because he made a crazy blunder.   People would be bewildered from their maps and would guess that pirates were trebling and definitely didn’t tremble.
Define the following: Theme: the central idea, the lesson learned Stanza: a section of poetry, a paragraph Rhyme scheme: rhyming pattern, Sonnets have AABB Repetition: repeat of a certain sound or word. Imagery: descriptive language that appeals to the five senses. (hear, say, taste, smell, touch) Symbolism:  concrete object that represents an abstract idea Alliteration: repeated same consonant sound.	Give an example of two rhyming words.   Rhyme time Cat and hat Their bear Big pig Sat pat Goat boat Shine fine Green bean Ace and Grace Dave and Pave Fat Rat Six mix Fast trash Their Pair Give an example of alliteration:   Peter piper picked a peck of pickled peppers Give an example of symbolism: flag= freedom, heart = love

 

 

FIRST READING (NOTICE & FEEL)
Question	Response
As your group reads the poem aloud, mark: ❤️ Lines that create strong emotion ❗ Lines that are confusing ⭐ Powerful or vivid language	Write one emotional reaction to the poem:
SECOND READING (ANNOTATION)
Highlight or label: Theme clues Figurative language Structure patterns
GROUP ANALYSIS QUESTIONS
What is the theme or central idea of the poem? Explain what message the poet communicates.
Identify one example of imagery, repetition, symbolism, or alliteration. Explain what it means AND its effect on the reader.	Example:   Explanation:   Effect on the reader:
Describe the poem’s structure: How is it organized? What patterns do you notice?
How does the structure affect the meaning or emotion?

 

 

 

PART 6 — GROUP POSTER PROJECT Your group will create a poster that teaches others about your poem. Required Elements: □ Title and author of poem □ Student names □ Theme written in 1–2 complex sentences □ One example of figurative language □ Explanation of how the figurative language affects the reader □ Description of poem structure □ Explanation of structure’s effect on reader □ Text evidence (quoted line) □ Visual image representing meaning or symbolism

Quinn English. “To Kill A Mockingbird” by Harper Lee. Packet.

 

Quinn English. “To Kill A Mockingbird” by Harper Lee. Packet.

Name____________________________________________ Date_____________

 

Task: Students will read the packet for each day and complete the assignments.

Standards: 10.R.1.1 Analyzing theme, 10.R.1.2 Character Development and Perspective, 10.R.3.2 Evaluate Arguments and Claims.

DAY 1 DIRECTIONS:  1. Read the summary. 2. Read the close read 1. Answer the multiple-choice questions. 3. Complete the Common Lit assignment “My Lost Youth”

1.   SUMMARY:  Chapters Leading Up to Mrs. Dubose and the Meaning of Courage

Scout and Jem grow up in Maycomb under the guidance of their father, Atticus, whose quiet integrity often sets him apart from the rest of the town. As the children begin school and interact more with others in the community, they become increasingly aware of the social divisions that shape people’s behavior. Differences in class, family background, and reputation influence how individuals are treated and judged.

Tension rises when Atticus agrees to defend Tom Robinson, a Black man accused of assaulting a white woman. The decision sparks criticism and anger throughout Maycomb. Jem and Scout face insults and teasing from classmates and neighbors who disapprove of their father’s actions. They struggle to understand why standing up for fairness makes their family a target.

2.     CLOSE READ: Understanding Courage (Mrs. Dubose)

Jem had never seen his father speak so seriously before. After the long weeks of reading aloud, he still did not understand why Atticus had insisted he visit Mrs. Dubose every afternoon. The old woman had been harsh, critical, and unpredictable. Sitting in her dim living room while the clock ticked loudly on the mantel had felt more like punishment than kindness.

But now Atticus explained that Mrs. Dubose had been fighting a battle no one could see. She had decided she wanted to free herself from her dependence on medicine before she died. Each painful afternoon Jem read to her had helped her endure the withdrawal. Though her body weakened, she refused to give up. She wanted to leave the world on her own terms.

Atticus told Jem that most people think courage means carrying a gun or winning a fight. Real courage, he said, is knowing you are likely to lose but choosing to try anyway. Mrs. Dubose had known the odds were against her. She endured suffering and fear, but she faced them head‑on rather than surrendering.

Jem felt a quiet shift inside him. He had hated Mrs. Dubose for her cruelty, but now he saw something else — determination. Her struggle forced him to reconsider what bravery looked like. Courage, he realized, was not loud or dramatic. Sometimes it was private, painful, and invisible to others.

FAST-Style Questions:

1. Which central idea is best developed in this passage?
A. Courage is shown through physical strength.
B. Courage involves perseverance despite certain difficulty.
C. Courage depends on public approval.
D. Courage requires winning battles.

2. How does Jem’s perspective change in the passage?
A. He becomes more fearful of Mrs. Dubose.
B. He learns to ignore others’ struggles.
C. He begins to understand a deeper meaning of bravery.
D. He decides courage is unimportant.

3.     Complete the Common Lit assignment “My Lost Youth”

 

 

 

 

 

 

 

 

 

 

Group Structured Presentation

 

PRESENTATION

Quinn English Unit One Poetry Collection Week 2. Presentation

Name______________________________ Date_______ Period _____

Task:  Students will analyze how poets use figurative language and structure to develop tone and create an emotional Impact. Standards:  10.R.1.2: Theme and Central Idea, 10.R.1.4:  Figurative language

Bell Work: Laptop log onto Office 365 and open Textbook page 77. You have been assigned.  A: “Incident” by Natasha Trethewey. OR B: “Who Burns Bright for the Perfection of Paper” by Martin Espada OR C: “For My People” by Margaret Walker One person from each group: Open to Office 365 create and share a ppt presentation with your table mates. Follow the directions below. Days 2-3 (Day 2 create; day 3 finalize and post) Bell Work: Textbook page 77. You have been assigned. A)   “Incident” by Natasha Trethewey. OR B)    “Who Burns Bright for the Perfection of Paper” by Martin Espada OR C)    “For My People” by Margaret Walker Read about the poet and the background of your assigned Poem. (Page 77) 1.      Write one fact about the author to help you understand the poem better. 2.     Based on the background, what can you infer is the author’s intention for this poem? 3.     Follow the directions below.

A “THE INCIDENT” by Natasha Trethewey. Read and annotate the poem with your group two times before starting the ppt. Be sure to know the main idea and identify at least one literary element before starting the ppt.

Slide one: Title, Author, Names of students A fact about the author and the author’s intention Add an image

Slide 2: What story does the speaker’s family tell every year? Describe the mental image that the reader has while visualizing the poem.  How does creating mental images help a reader better understand the poem? Add an image

Slide 3: Which details in the poem suggest a sacred occasion? What is the tone? How do these images contrast with the events in the poem?  What is the effect of the contrast?  Add an image

Slide 4: In a coming-of-age narrative, a young person moves from a state of innocence to one of knowledge in what ways is “The Incident” a coming-of-age work identify details from the poem that show the perspective of an innocent child and at least one other that shows the perspective of the adult speaker explain your choices. (In other words, compare this poem to “For My People” create a chart or Venn diagram comparing the two.

Slide 5: Identify a quote that addresses an analogy, simile, metaphor, imagery, parallelism, or repetition. Explain how the author uses this quote and figurative language as to clarify something for the reader. Add an image

Slide 6:  How does this poem inspire change? 3-5 sentences. Add an image.

B “Who Burns for the Perfection of Paper” by Martin Espada. Read and annotate the poem with your group two times before starting the ppt. Be sure to know the main idea and identify at least one literary element before starting the ppt.

Slide 1: Title, Author, Names of students A fact about the author and the author’s intention

Slide 2: In the first stanza of “Who Burns for the Perfection of Paper” what causes the speaker's hands to burn? What effect does this have on the reader, concerning working conditions? Add an Image.

Slide 3:  What is the tone? In what ways does the idea of burning take a deeper and more extended meaning in the poem?  Explain. Find a quote to support your thinking Add an image.

Slide 4: Read page 85 third paragraph that talks about graphic quality. Think about the concepts of order, free from conflict, the painstaking process of manufacturing legal pads, and how infrequently the consumer thinks about the person behind the manufactured goods. Describe the graphic qualities of “Who Burns for the Perfection of Paper”. How might the effect of the poem change if all the lines were longer and more uniform? How did these differing lengths of stances fit the ideas they each express?  Add an image.

Slide 5:  Identify a quote that addresses an analogy, simile, metaphor, imagery, parallelism, or repetition. Explain how the author uses this quote and figurative language as to clarify something for the reader.  Add an image.

Slide 6:  How does this poem inspire change? 3-5 sentences. Add an image.

C “For My People” by Margaret Walker.  Read and annotate the poem with your group two times before starting the ppt. Be sure to know the main idea and identify at least one literary element before starting the ppt.

Slide 1: Title, Author, Names of students A fact about the author and the author’s intention

Slide 2:  What is the central idea of the stanzas? What is one quote that supports this idea? What is the effect on the reader?  Add an image.

Slide 3: What is the tone? What is parallelism and alliteration?  Identify an example of parallelism or alliteration in one of the stanzas and explain the intended effect on the reader. Add an image.

Slide 4:  Who are the “people” that the speaker refers to in the title of the text of “For My People”? Identify details in the poem “For My People” that speak of one individual's experience. What is the Harlem Renaissance?  Define it. Add an image.

Slide 5:  Identify a quote in stanza four that identifies what African American children learned in school. What did you notice about parallelism or symbolism? What is Walker’s intention?  Add an image

Slide 6:  Which elements of the poem repeat, either exactly or very closely? What qualities connect the images in each stanza?  In what ways does the final stanza differ from the other stanzas?  Find a quote to support your thinking. Add an image.