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Poetry Analysis
Part 1
The Big Idea
 Poetry is designed to be studied and analyzed in multiple ways.
 Analyzing poetry may be completed in many ways. As the audience of
poetry, it is our job to learn how to recognize poetry and interpret it, so it
may be mimicked, understood, and applied to our daily lives.
 Music is one of the most popular forms of poetry because the rules are
not always locked in stone. Free verse poetry and poetry with a specific
rhyming sequence are used by artists to share their lyrics. Moreover,
the words selected often share a surface and deeper meaning with the
audience at the same time.
 If you understand poetry in one form, you can understand it in another.
Interpreting Shakespeare is made easier if students understand the
terminology in a personal way.
Essential Questions
 What makes you like a particular song?
 Does the rhythm, the beat, the music make it memorable? Do the lyrics
make the song interesting?
 If a song is great, how long does it take for you to memorize the song and
start to sing it when it is played? Have you ever noticed how easy it is to
learn a song as compared to materials for school? Why do you think
music impacts us in this way?
 Have you ever really considered how a song is created beyond someone
sitting down and writing lyrics?
Setting the Rules
 Welcome to the listening station.
 While working through this assignment, you will each be working as a team.
That’s TEAM. There are to be no sole individuals doing work. You are to all
work together.
 When you arrive at your listening station, you will first spend a few moments
reviewing the song options for your station check the song titles, lyrics, rhyming
patterns, etc and make complete notes on your individual logs.
 Once you’ve finished analyzing the paper, it’s time to analyze the lyrics using the
headphones. For some of you, your ear buds may be needed. Once a song
ends, hit pause and spend a minute considering the contents (how the lyrics
were sung, how the music matched with the way the words were shared, how
the rhythm contributes to the overall experience).
 Finally, after the pieces have all been heard, consider what connections might
exist between the songs that were selected and offer a brief (one paragraph)
write up discussing this connection.
 This activity has been developed in such a way that you will ALL be busy until
the end of class. You are to be involved all the time and not trying to avoid the
Setting the Rules
 To help, here are some rules:
 No Talking – Unless you are discussing the songs (and appropriately
discussing them).
 No Electronic Devices – Unless you ask my permission and the purpose is
related to the assignment. Violating this rule once will result in you
submitting the device until the end of class. Twice will cause the device to
remain with me until the end of the day. The third time will result in a loss of
the device until June!
 No Horse Playing or being RUDE!
 All of your documents will remain IN the class. We’ll bind everything with
paperclips (eventually binder clips), and the items will be collected in the
class drawer.
 These rules are in effect every day this week, especially when I am absent
on Wednesday.
The Plan
 This week, the groups will rotate through the various listening stations.
You will each experience five different listening stations, and you will
complete analysis sheets for each station.
 There are no tests for this assignment; however, you will get a test grade
at the end of the week for the five assignments combined. For each
successful day of work, you will earn twenty points. If you are tardy,
disruptive, or not thorough with your worksheets, you will lose points.
 Next week, each group will select from a list of student designed
assignments and move to a level of interaction beyond simply listening.
These assignments are meant to help you interact with the songs in a
new, exciting way and to help prepare you for Romeo and Juliet in
roughly three weeks.