ENGLISH IIFEBRUARY 25, 2011

Warm-up: Reflect upon a happy moment that you have shared with a parent, grandparent, aunt or uncle. Briefly, describe that happy moment (where were you, when was it, who was there, what was going on, and why was it so special?).

Get out “Piano” and “Those Winter Sundays” for me to stamp (annotations and worksheet).

REMINDERS

ASVAB test. Take 2nd lunch for the assembly

schedule. Bring Poetry Packet everyday.

STANDARDS

Literary Criticism 3.11 Evaluate the aesthetic qualities of style, including the impact of diction and figurative language on tone, mood, and theme, using the terminology of literary criticism. (Aesthetic approach)

POETRY PRACTICE

Yesterday, you read, annotated and completed the worksheet for “Piano”.

In partners, you will have five minutes to discuss your answers on the backside of the worksheet; you will be presenting what you discuss, so make sure that you agree on allquestions/answers.

POETRY PRACTICE With your partner, go to the following

boards: If you are in the first two rows: go to the

“speaker” board. If you are in rows 3 and 4, go to the “tone” board. If you are in row 5, go to the “mood” board. If you are in row 6, go to the “theme” board. If you are in row 7, go to the “diction” board.

D.H. Lawrence may call upon you and your partner

to share what you have written!

POETRY PRACTICE With your partner, go to the following

boards: Speaker group: Write down all the details that you

know about the speaker. Find/write evidence (quotes) from the poem (if possible) to prove what you “know” about the speaker.

Tone: Write down at least two tones (emotions) that are being communicated through the poem. Find Evidence (quotes)

Mood: Write down at least three different moods that the reader may feel when reading this poem. Find evidence (quotes).

Theme: Write down a theme statement that is being communicated from this poem. Summarize what in the poem made you feel that this was the theme.

Diction: Find at least 3 words that powerfully impact the reader when he/she reads them. Write down at least 3 ideas/emotions that come to mind when we hear each word. (Note: make sure they are words that you KNOW)