In writing, explain what you think Robert Frost means in the following

quote?

“A poem begins as a lump in the throat, a sense of wrong, a homesickness, a lovesickness.”

~Robert Frost

Do Now (5 min)

What is PoetryActivity 1.2 and 1.3 (part 1)

1. Do Now (5 min)2. Objectives (2 min)3. What is Coming of Age? Plot the privileges

/responsibilities(5 min)a) Share with the class (2 min)

4. Revise your definition (2 min)5. Define and diagram diction, syntax, imagery, tone, and

voice (8 min)a) Share with the class (3 min)

6. Make inferences about the author (23 min)7. Closing (1 min)8. Exit Slip (5 min)9. Participation Grades (3 min)

Agenda

Objectives (2 min)

Language (How you will master the knowledge)By:

1. Talking with a partnera) Plotting coming of age privileges and responsibilities on a

timeline

2. Taking notes based on the texta) Discussing as a class

3. Filling out a graphic organizer

Content (The knowledge you’ll master today)SWBAT:

1. Further explore the essential question, “What is Coming of Age?”

2. Define and diagram diction, syntax, imagery, tone, and voice3. Analyze diction, syntax, imagery, tone, and voice to make

inferences about the author

What is Coming of Age? Plot the privileges /responsibilities(7 min)Objective: SWBAT: Further explore the essential question, “What is Coming of Age?” by talking with a partner and plotting coming of age privileges and responsibilities on a timeline

Pair/Share: (5 min)-On p. 6, With the person next to you, complete this activity

Share with Class: (2 min)-Tell the class what you came up with

Privilege: a special right or advantage (something positive)

Responsibility: a duty (something a little negative)

Revise your definition (2 min)

On the bottom of p. 6 write a revised definition of

“Coming of Age.”

Objective: SWBAT: Further explore the essential question, “What is Coming of Age?” by talking with a partner and plotting coming of age privileges and responsibilities on a timeline

Define and diagram diction, syntax, imagery, tone, and voice (8 min)

Objective: SWBAT: Define and diagram diction, syntax, imagery, tone, and voice by taking notes based on the text and discussing as a class

Pair/Share: (8 min)-On p. 7, define these termsand draw a diagram to representhow they relate to each other

Share with the class: Define and diagram diction, syntax, imagery, tone, and voice (3 min)

Objective: SWBAT: Define and diagram diction, syntax, imagery, tone, and voice by taking notes based on the text and discussing as a class

Share withclass: (3 min)-draw a diagram to representhow theyrelate to each other

Make inferences about the author (23 min)Objective: SWBAT: Analyze diction, syntax, imagery, tone, and voice to make inferences about the author by filling out a graphic organizer

#1 I DO (Just watch/listen to me) (passage p.7, graphic organizer p.8)

Make inferences about the author (23 min)Objective: SWBAT: Analyze diction, syntax, imagery, tone, and voice to make inferences about the author by filling out a graphic organizer

#2 WE DO (Let’s do it together) (passage p.7, graphic organizer p.8)

Make inferences about the author (23 min)Objective: SWBAT: Analyze diction, syntax, imagery, tone, and voice to make inferences about the author by filling out a graphic organizer

#3 and 4 YOU DO (alone/partner) (passage p.7, graphic organizer p.8)

Closing (1 min) Did you master the following objectives?

Language (How you will master the knowledge)By:

1. Talking with a partnera) Plotting coming of age privileges and responsibilities on a

timeline

2. Taking notes based on the texta) Discussing as a class

3. Filling out a graphic organizer

Content (The knowledge you’ll master today)SWBAT:

1. Further explore the essential question, “What is Coming of Age?”

2. Define and diagram diction, syntax, imagery, tone, and voice3. Analyze diction, syntax, imagery, tone, and voice to make

inferences about the author

Analyze the speakers voice to make an inference about the speaker.

At You-Jin’s house tonight, I had pizza for my first and last time. Who ever thought to combine cheese, tomato, and bread? What a foreign idea. The

greasy cheese and tart tomato sauce was really hard to get down too. The crust was really crunchy and cut the top of my mouth. I’m definitely going to

see if I can just bring over some kim-chi* the next time I go to You-Jin’s house

*kim-chi is the national food of Korea

Exit Slip (5 min)

Each day YOU will decide the grade you deserve.*

Your 5-point daily participation grade is based on CLA’s core-values:

CLA Students are S.M.A.R.T.S = Self-Controlled

M = Motivated

A = Accountable

R = Respectful

T = Timely

What do you deserve today?*One point for each core-value (5 points possible each day). I reserve the right to change these grades.

SMART (Participation) Grade (3 min)