Q1W6

jabberwocky

GR7_Jabberwocky
https://www.flocabulary.com/unit/similes-metaphors/

https://poets.org/poem/i-too
https://poets.org/poem/i-hear-america-singing

TeacherKevin Kearney
Subject AreaELA/Journalism
Grade Level7
Week #6
Unit of Instruction
Standard(s) Taught

ELA.7.R.1.2 Compare two or more themes and their development throughout a literary text.
ELA.7.R.1.4 Analyze the impact of various poetic forms on meaning and style.
ELA.7.R.3.1 Analyze how figurative language contributes to tone and meaning and explain examples of allusions in texts.
ELA.7.R.3.2 Paraphrase content from grade-level texts.
ELA.7.V.1.3 Apply knowledge of context clues, figurative language, word relationships, reference materials, and/or background knowledge to determine the connotative meaning of words and phrases, appropriate to grade level.

Learning Targets and Learning Criteria

I can…
identify themes in poetry
identify figurative language and allusions
discuss how different artistic choices influence the meaning of something
figure out what unfamiliar words mean by using context clues

Classroom Activities

Monday (NO CLASS)
Tuesday 9/21
– Do Now: Describe America, as you see it, in 5 complete sentences.
– Listen and Identify: listen to recording of “Ego trip” by Nikki Giovanni. Identify examples of figurative language.
– Poetry Analysis: read and discuss “I hear American Singing” by Walt Whitman and “I, too, sing America” by Langston Hughes. View recording of “The Hill We Climb” inaugural poem. Read and discuss, theme, mood, allusion, tone, metaphor
– Compose a “free verse” poem inspired by the themes of the poems we analyzed in class
Wednesday EARLY RELEASE 9/22
– Do Now: Choose a quote from the walls. Copy it down and respond to it.
– “Jabberwocky” by Lewis Carroll. Read and analyze the poem as a class. Use context clues to identify nonsense words. Complete chart to interpret the nonsense language in the poem. Examine how meaning can be communicated even without full understanding.
– Independent work time
Thursday 9/23
– Do Now: Describe yourself as you would like the world to know you. If you were to disappear tomorrow, what 5 sentences would you want everyone else to hear about you?
– P 1 and 2: Sonnets: notes on characteristics, styles, examples and then compose an original sonnet
– P 3: Centers: vocab review, reading fluency, computer-based work

Friday 9/24
– Do Now: What is your favorite meal and why do you like it so much? Does it have to be made a certain way, or at a particular place or time?
– Vocab Quiz
– Flocabulary: Similes and Metaphors (view video)
– Personal Metaphors: Describe yourself using a metaphor. Write the metaphor on the top of a paper, then create an image to accompany your metaphor. Along the bottom of the page, explain your metaphor.
– “Bag of Words” poems. With a small group, create poetry out of your bag of random words.

Assignments Due

Thursday: free verse poems due
Friday: Jabberwocky worksheets and Vocab quiz due

Additional Resources

Vocab words:

Allusion – a reference to something else in a work of art (example: a sample in a song is an allusion to the song being sampled)
Couplet – a unit of poetry consisting of two lines
Imagery – the mental pictures brought on by descriptive language
Hyperbole – exaggeration used to make a point (example: I’m so hungry I could eat a horse)
Mood – the emotional quality evoked by a piece of art
Metaphor – a type of figurative language where something is described/compared by calling it something else (example: high school is a jungle)
Sonnet – a 14 line poem with a set rhythm and rhyme scheme
Stanza – a section of line in a poem, like a paragraph in poetry
Theme – the main idea or underlying concept in a work of art
Verse – another word for poetry