Learning Targets
I can use TPS-FASST to analyze how theme is developed in poetry. (RL.9-10.2)
I can cite textual evidence to analyze what a text says and what it infers (RL.9-10.1)
Agenda:
Discuss how the poetry analysis sequence TPS-FASST can help us better understand the overall themes of poems.
As a class, analyze and discuss Dickinson poem.
With a partner, analyze and discuss Shakespearean sonnet.
Choose a poem to analyze using TPS-FASST.
Document your findings about the Compelling Question on your evidence sheet.
I can cite textual evidence to analyze what a text says and what it infers (RL.9-10.1)
Agenda:
Discuss how the poetry analysis sequence TPS-FASST can help us better understand the overall themes of poems.
As a class, analyze and discuss Dickinson poem.
With a partner, analyze and discuss Shakespearean sonnet.
Choose a poem to analyze using TPS-FASST.
Document your findings about the Compelling Question on your evidence sheet.
"We Grow Accustomed to the Dark" |
"Sonnet 73"
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Choose your own poem.Find your own poem that fits the topic of growing up. You may use your textbook, a favorite poetry book, lit.genius.com, poets.org, poetryfoundation.org, or Google search to find the poem.
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Evidence for Your Project |
Now, record evidence of each text's view of growing up, so that you can reference it when you design your presentation.
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