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