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A perfect poem, and one of Dickinson's most compressed and chilling attempts to come to terms with mortality. Once read, it stays in the head forever, in part because of the ballad stanza, so weirdly fresh in her capable hands. This surprising late poem concentrates Frost's lifetime of thinking and working as a poet. It is blank verse cast in Frost's trademark craggy voice, and it might be considered a local response to Eliot's more cosmopolitan "The Waste Land.
Hayden was an African American poet who managed, in this brief epic, to bring the slave trade into lyrical focus with a polyphony of voices. The fierce drive for liberty has rarely been so beautifully framed or embodied. It's a haunting poem that operates in complex ways. This is the "American quartet", and it's uneven; but it brings into a single major poem many of Eliot's concerns, rooting his vision in the American landscape, especially the St.
Louis of his boyhood and the area off the north shore of Boston. The fifth section contains Eliot's most sublime moments of religious contemplation as he thinks about "hints and guesses", which is all we ever get: The Catcher in the Rye J. Death of a Salesman Arthur Miller. The Merchant of Venice Vicki Wienand. The Tempest Vicki Wienand. Simulacra and Simulation Jean Baudrillard. Great Books of China Frances Wood.
In Patagonia Bruce Chatwin.
Catcher in the Rye J. In Praise of Shadows Jun'ichiro Tanizaki. Mark Rodney J. What did you notice in the poem? What do you think might have inspired the poet to write the first two lines? The second two lines? What are your associations with apples? Why do you think the poet mentions these two things? Provide evidence for your interpretations. What might the speaker think is lost? What might she think is paradise? Extension for Grades Bring in an artifact from your family that is associated with some sort of joyous gathering. Write a short description of the object and what the joyous gathering was.
Why do you think Lucille Clifton is writing about Rosh Hashanah? Write an essay that explores this. Think of a special memory of an older relative. Is there a particular location that you associate with this relative—a house or a place that you visited together? Listen to his voice and the rhythm of his words. Write down what you hear. What is your evidence? Individual Reading and Pair Share: If you speak Spanish, read the poem silently in this language, and record the words, phrases, and structures that jump out at you. Write down what you hear when the poem is read aloud in English.
What did you hear when the poem was read in Spanish? What did you see when you read the poem? What did you hear when the poem was read in English? How does hearing the poem in both Spanish and English, as well as reading it on the page, help you think about what the poem may mean? What does this poem have to do with what we did in our warm up? How is the image from a camera obscura like a memory? How is it like a translation? Conduct a staged debate about the virtues and problems of translations.
How many of you have slept in a tent? Write down five words to describe what it felt like. If you have never slept in a tent, write down five words to describe what you imagine it would feel like. Share your lists with a partner. Share an appropriate physical gesture that shows the feeling you might have in a tent. Observing students should describe what they see and what feeling they think it represents.
Listening to the Poem: Write down any new words and phrases that jump out at you or that are emphasized. How does the speaker in the poem define freedom? Give evidence to support your answers. Why do you think the poet uses the image of a tent? What does patriotism seem to mean to the speaker? What is your idea of patriotism? What might account for the differences? Describe the structure of this poem. Be prepared to discuss how the structure conveys the meaning of the poem. Individual Writing and Pair Share: Note the colors and the light. Where is the light coming from?
Where is it going? How does it change along the way? What might the source of the light be? Share your observations with a partner. Read the poem silently, then record the words, phrases, and structures that jump out at you. Listen as the poem is read aloud and write down any additional words and phrases that jump out at you. How is the fruit in the poem like a rose window? How is it different from a rose window? What is the relationship between the man and the fruit stand? Why do you think the speaker used the image of a rose window?
How does the speaker describe paradise in this poem? Give evidence from the poem to support your answer.
Why do you think the speaker in the poem talks about clear windows at the end of the poem? What might the clear windows be? Write an essay or poem about what you think paradise might be and why. Write an essay that answers the following questions: How are the lines organized in this poem? Why do you think the poet used tercets? How do the line breaks and tercets move the ideas in the poem forward? Are there any rhymes or alliteration in this poem? If so, where and what is the effect?
Ask them to turn and talk with a partner about what they have learned. What do they think might be the message of this myth? Ask your students to think about if this story has any meaning for them in their own lives, or in the lives of people they know. They can either share this writing with their partner or keep it private, depending on what you think is more appropriate for your students.
Ask your students to read it silently and write down the words and phrases in the poem that jump out at them. Ask one student to read the poem aloud to the class while the listeners write down any new items they hear. Repeat this process with another student reading the poem aloud. Assemble your students in small groups.
Ask them to share what they noticed about the words and phrases in the poem. Why do they think the speaker in the poem is focusing on the leafing out of trees? What in the poem makes them think this is the case? How are they similar? How are they different? If your students were to write a poem about not giving up, what images might they use? Ask your students if they can they think of a time when someone has helped or carried them through something difficult. Can they think of a time when they have carried someone else? Ask them to quickly write down these thoughts.
Ask them to look carefully at this photo and make a list of all the sensory details the man might be experiencing, including sights, smells, and sounds. Ask them to write down how these sensory details might change if the man were carrying a child in the rain. Ask your students to gather in small groups to create a two- or three-minute silent skit about crossing the street in a heavy rain carrying a small child. They should be sure to represent how the person crossing the street with the child feels.
They have five minutes to plan and rehearse. Ask each group to present their skit to the rest of the class. They should not be graded for how well it is performed. Ask the students who are watching to name details they notice in the skits that tell what is happening and how the person feels. Ask your students to read it silently and write down the words and phrases that jump out at them. Play the audio a second time, following the same process.
Ask your students to get back in their small groups and share the details in the poem that tell us the story, or narrative, of the man crossing the street. Why do they think these details were chosen by the poet?
Lyric Poems from Around the World: Epic Thinks Beyond Feelings: Lyric Poems on Early Life of Dr. Martin Luther King Jr. Tribute to His Early Life Years & Other Lyric Poems - Kindle edition by Festus Shakesword. Download it once and . Lyric Poems from Around the World: Epic Thinks Beyond Feelings. Lyric Poems on Early Life of Dr. Martin Luther King Jr. Tribute to His Early Life Years.
Ask your students to write down what they can remember of the plot from the trailer. What actions does the boy take? How do they think the boy feels? How do they react to what he does? You might need to show the trailer a second time. Ask them to share their thoughts with a partner. Ask your students to read it silently and write down the words, phrases, and structural elements that jump out at them. Gather your students in small groups. Ask them to share what they noticed while reading and listening to the poem.
How are the feelings of the boy in the film and the speaker in the poem similar or different? Why might the poem be written in couplets? Ask your students to cite evidence for their interpretations. Ask your students to tell you what happens in the poem i. Again, ask them to cite evidence for their interpretations. Remind them that their words must be appropriate for school. Go around the room twice quickly and ask each student to say one of the words their group identified.
Ask your students to read it silently and write down the words, phrases, and structures that jump out at them. Divide them into small groups to share what they noticed. Play the video a second time. Ask your students to write down the sounds, words, and phrases that jump out at them. Ask them to share what they heard with a partner. Back in their small groups, your students should discuss the following: What are the feelings in this poem? What images and sounds evoke these feelings?
Where in the poem does the feeling or tone change? What has the poet done to make this change occur? What might that feel like? What is the joy in this poem? What is the sadness? Ask your students to give evidence for their answers from what they have already noticed in the poem. Ask your students to spend several minutes looking at it and writing down the details they see, e.
Using these details as evidence, what do they think these colors and brush strokes represent? Ask them to turn and talk with a partner about what they noticed and what they think. Ask your students to gather in small groups to discuss if this painting looks like something in real life. How is it the same? How is it different?
Ask someone in each group to take notes from this discussion, so they can use this information later in this lesson. Ask one student to read the poem aloud to the rest of the class. Ask the listening students to write down anything new that jumps out at them when they hear the poem read. Repeat this process with a second student reading the poem aloud. Back in their small groups, your students should share the words, phrases, and structures they noticed in the poem. Based on what they noticed, what do they think the speaker in the poem is saying about the relationship between paintings of Weir Farm and the farm itself?
What are the lyrics saying? Ask your students to gather in small groups and share what they noticed. How do the tempo and lyrics make them feel? How do they think this song was supposed to make soldiers feel about the war? How do they think this song was supposed to make people other than soldiers feel? Back in their groups, your students should share what they noticed in the poem. What questions do they have, including words they may not understand?
Ask them to work together to consider the answers to their questions. Who is the speaker in the poem? What feelings of his are expressed in the poem? What did your students notice in the poem that supports this interpretation? How does what your students noticed in the song differ from what they noticed in the poem? What are the feelings about war that are evoked in each? What is the evidence your students give for their interpretations? Why does a war evoke such different feelings? For homework, ask each student to find or take a photo of their mother or another person who has played a similar role in their life, keeping in mind that there are many different types of families.
Go around the room and ask each student to shout out the name of the person in their photograph. Ask your students to look carefully at the photograph they brought for homework. Ask them to write down what they notice in the photo, e. What is the person wearing? What is their facial expression? From what they notice in the photo, how do they think this person is feeling? How do they feel about this person? Ask them to share what they have written with a partner. Ask your students to read it silently and write down what words, phrases, and structures jump out at them.
Ask your students to gather in small groups to share what they have noticed. What, in particular, did they notice about the structure of the poem and how it influences the way the poem is read? How does the spacing of words on a page in a poem influence how the poem is read? Ask your students to use the details they noticed in their photographs to write a poem about the person featured. Ask them to carefully plan how they would space the words on the page to evoke the feeling or tone they want to convey.
Tell them they will be reading these poems aloud in class. Schedule several students to read their favorite poems at the beginning of class each day for a week. At the end of the week, ask your students how they reacted to a reading their poems aloud, and b listening to a group of poems that their peers had selected. What did they learn from both experiences? What was the feeling or tone in the classroom after the poems were read? Ask your students to read it silently and jot down all the words and phrases that jump out at them. Ask one student to read the poem aloud as the listening students add new words and phrases that they hear to their lists.
Repeat the process with a second student reading aloud. Ask your students to share the words and phrases that jumped out at them in the poem. How do these words and phrases make them feel about poetry? How do they think the speaker in the poem feels about poetry?
What is the evidence in the poem that makes them feel that way? Ask them to turn and talk with a partner about the different uses and to create a list together. As they watch, they should think about what breaking means in this context. Ask them to add new details, meanings, and synonyms to their lists.
Ask your students to read it silently as they write down the words, phrases, and structural elements that jump out at them. Ask one student to read the poem aloud while the listening students add new words and phrases to their lists. Ask your students to gather in small groups to share what they noticed in the poem. Ask each group to create a tableau that illustrates the last stanza in the poem.
Ask the groups to share their tableaux with the rest of the class. What emotions do the watching students see in the presentations? How do your students think this poem, although published in , is relevant today? Make a collection of these writings to share with other students in your school. If they have never been in a garden, ask them to imagine what it would be like. Show your students the photograph of lilies opening.
Allow them time to look at it, then ask them to write down what they notice in the photo. What stage of growth do they think the lilies are in and what details in the image make them think this? If they know the technical names of the parts of the flowers, they should use these terms. In small groups, your students should share what they have noticed in the photo and what they think is happening to the lilies.
Ask your students to read it silently and to write down the words, phrases, and structural aspects of the poem that jump out at them. Ask your students to listen to it carefully without writing anything down. Play the audio a second time and ask your students to list anything new that jumps out at them as they listen.
Ask them to turn and talk with a partner about what they have heard in the poem. How do your students think the speaker in the poem feels about gardening? What is the evidence from their lists that supports their interpretations? How does the last stanza in the poem relate to the photograph of the lilies?
Is the garden functioning as a metaphor in the poem? If so, for what? Consider sharing May's statement with your students after they have come up with their own interpretations: Let your students look at it for several moments, then ask them to write down the specific details they notice in the image. Ask your students to turn and talk with a partner about the details they see. How do these details come together as a whole?
How does this whole make them feel? Ask your students to read it silently and to write down the words and phrases that jump out at them. Ask two students to read the poem aloud—one reading the first stanza followed by the next student reading the second stanza. Ask the listening students to write down anything new they hear. Ask your students to gather in small groups to share what they noticed about the poem. What do they think the speaker in the poem is saying about what poems do and how they make him feel? How do your students feel about poetry?
What images can they think of to evoke this feeling? Ask your students to use images that evoke the way they feel about poetry to write about and perhaps, illustrate what they think poems accomplish. Ask your students to write down what they notice in the photograph. Where do they think these stones might be for example, on a hillside, in the plains?
Write a customer review. Find out if anyone in your class knows the history of this song. What do they notice about the way the poem is written? Ask your students to gather in small groups to discuss if this painting looks like something in real life. Consider pointing out one instance of this to your students, then asking them to identify others. The Catcher in the Rye J.
Next, ask your students to write down what might happen to a stone in this setting. Ask them to share what they have noticed and imagined with a partner. Ask your students to read the poem silently, writing down the words and phrases that jump out at them.
Ask one student to read the poem aloud while the listening students list anything new that they hear. Ask your students to share their lists with the other members of a small group. Did they notice similar things in the poem? What are some differences among their lists? Ask them to identify any metaphors in the lists they have shared. What do your students think the speaker in the poem is saying about her poems? What is the evidence in the poem that leads them to think this? Ask your students to write a poem or paragraph about what poems mean to them.
Encourage them to use metaphors, if they can. Ask them to write down any terms and information they do not understand and to share this information with a partner. Together they should research the information they need to answer their questions. Ask your students to get in small groups to discuss what they learned from the nonfiction account of the remains of the small people found on Flores Island.
What information was new to them? For an in-depth study of this article, consider co-teaching this lesson with a science colleague. You may want to discuss the following: On what basis do scientists change their minds? Ask your students to read the poem silently and write down the words, phrases, and structural aspects that jump out at them. Ask one student to read the poem aloud while the listening students write down new words, phrases, and structural aspects that they notice. Repeat this process with a second student reading aloud. Ask your students to get in small groups to discuss these questions: What evidence in the poem as well as what they have previously discussed and written in this lesson supports this?
Using evidence from what they have discussed and written, what do your students think the speaker in the poem is trying to tell them? How does the information differ from the kind of information they get from the nonfiction article? Ask your students to think about if they ever had a crush that would not go away on someone. They do not have to share this specific writing with anyone else. Ask them to write down what they notice in the portrait—the position of the figure, the light, what the figure is wearing, the colors, etc. Caution them not to jump to an interpretation of what they see, but instead to focus on what they notice.
Have them turn and talk with a partner to share their observations. Ask them to read it silently, writing down the words, phrases, and structural elements that jump out at them. Ask one student to read the poem aloud while the other students listen and add new items to their lists from what they have just heard. Repeat this process with another student reading aloud. Ask them to get in small groups to share their lists. What details did your students notice in the painting that might suggest how the subject in the painting was feeling?
Make sure they refer to their lists of what they noticed. On what do they base this interpretation? What did they notice in the poem? Ask them to keep both the warm-up activity and the poem in mind during this discussion. You may also want to invite your students to write their own poems expressing the feelings they wrote about in the warm-up activity.
Remind them that a fictional character can be used to express emotions in a poem. Give your students plenty of time to view the image and ask them to write down what details they notice—colors, brushstrokes, etc. Ask your students to share what they noticed about the painting and what they imagine could happen next. Ask them to work together to arrive at a shared imagining for the future of the sailboats heading out to see. Ask each group to share their lists with the whole class.
Ask your students to read the poem silently and to write down what jumps out at them. Ask one student to read the poem aloud to the class, while the others list anything new they notice during the reading. Ask a second student to read the poem aloud, following the same process. Back in their small groups, your students should share what they noticed in the poem.
How does it relate to what they noticed in the painting? If you have not discussed metaphors with your class, define the term for them. In recent weeks, students around the country have become activists and are leading campaigns to change minds and laws. Ask your students to write about how this poem might relate to the context of student activism today. Ask for volunteers to read their writing to the class. Project the image of the prehistoric cave art from Northern Spain in front of the class.
Ask your students to look at the image carefully and write down what they see—colors, images, etc. What questions do they have about the image? Ask your students to get in small groups to share the details they noticed in the cave art and the questions they have. Which of these questions do they think might be possible to answer through further research? Which of these questions do they think we may never be able to answer, and why?
For any questions to which we might never know the real answers, have your students imagine what the answers could be based on what they see in the art. How would they decide? When your students have finished, post the art around the room and lead a gallery walk, then ask each group of students to talk about how they made their painting.
Go around the room and ask your students to share how they feel on a rainy day in winter. Any student who wants to can wait and answer after everyone else is finished. Give your students plenty of time to look at the image carefully and write down what details they see, paying particular attention to colors, brush strokes, and the positioning of objects within the image.
In small groups, your students should share what they notice in the image. How does the image make them feel? Do different parts of the image evoke different feelings? What did the painter do to evoke these feelings? Ask your students to read it silently and write down the words, phrases, and images that jump out at them. After each reading, ask your students to write down anything new they noticed. Back in their small groups, your students should compile a list of the images they think are important in this poem. How do these images make them feel? How do their feelings change from the beginning of the poem to the end?
What moment s in the poem caused these changes in feeling? On what images do they base this interpretation? What evidence do they have from their previous lists and discussions? Ask your students to come up with their own images for despair, faith, or love. How might they use these images in a poem? Ask your students to get into small groups and to share what they think is important about the case, as well as the questions they have.
Why is this case important in American history? Do you think it has changed attitudes toward mixed couples in this country? Why or why not? Remember to make sure your students feel safe and respected by one another when sharing their interpretations. Consider co-teaching this lesson with a social studies colleague. Ask them to read it silently and write down the words, phrases, and structural elements that jump out at them. Ask your students to get in small groups to discuss the following questions: What is the situation in the poem?
How do the people in the poem react to the situation?
How does the waitress seem to feel? What did your students notice the evidence in the poem that shows how these people feel? Why does the speaker describe the situation as being difficult to deal with in word? What do you think the following lines mean: Any student who wants to pass can wait until the other students have finished.
Ask them to write down what they see in the photograph. Ask your students to turn and talk with a partner about what they noticed and what they think the photograph is showing. What would they title the photograph? What questions do they have about it? Ask your students to read it silently and to write down all the words and phrases that jump out at them. After the second reading, ask your students to write down any questions they have about the poem.
Ask your students to gather in small groups to share what they noticed in the poem and to discuss the questions they have. How does the poem relate to the photograph? Does looking at the poem and photograph together help them answer some of their questions? Ask one person from each group to share what they discovered in their discussions and any remaining questions, and discuss these questions as a class.
Why is dirt important to the speaker in the poem? Tell them you will return to this later in the lesson. Ask them to look at the image carefully and write down the shapes, colors, and other details they notice. To explore more about the anatomy of the human heart, consider co-teaching this lesson with a science colleague.