Class: Honors American Lit

Date Due: December 4 and 5

 

Academic Challenge: Analyzing Poetry

 

Guiding Principles:

A ConVal studentÕs education . . .

á       fosters critical thinking and problem solving, both individual and collaborative;

á       inspires the development of strong, internal standards of quality.

Student Expectation:

á       Students will actively engage themselves in the learning process.

á       Students will personally challenge themselves.

á       Students will write and speak in a clear, organized manner.

á       Students will access, process and apply information effectively.

á       Students will solve problems by utilizing and analyzing information from a variety of sources.

á       Students will demonstrate critical and creative thinking.

á       Students will use technology in management of information.

á       Students will work effectively with others.

NHEIAP Standard:

á       Students will read fluently, with understanding and appreciation.

á       Students will write effectively for a variety of purposes and audiences.

á       Students will speak purposefully and articulately.

á       Students will listen and view attentively and critically.

á       Students will understand, appreciate, interpret, and critically analyze classical and contemporary American and British literature as well as literary works translated into English.

á       Students will use reading, writing, speaking, listening, and viewing to gather and organize information, to communicate effectively; and to succeed in educational, occupational, civic, social, and everyday settings.

 

The Question:

How do poets invest meaning into poetry?

 

The Challenge:

Poetry remains prominent on Advance Placement tests and curriculum. In order to challenge your understanding of poetry and the use of poetic devices, please evaluate and present the poems in the textbook by Longfellow, Whittier, Holmes, Lowell and Dickinson. I suggest you break into five groups with each group analyzing the poetry of a different poet. Each group should read the poems several times, noting any imagery, rhythm, rhyme, allusions and poetic devices to arrive at an appreciation of the poem. Each group should then present their poems to the other groups. Groups will present on Tuesday and Wednesday, December 4 and 5.

 

Groups may use each other, library resources, the teacher and information provided by the textbook. Each group should have a hand out to accompany their evaluation.

 

 

Minimum

Product Standards:

The presentations are on time.

The groups exhibit collaboration.

The poems are parsed for meaning.

The groups explain their analysis of each poem and reference the text of each poem.

The groupÕs handouts are helpful and effective.