To what extent to sound devices and figurative language add to the overall meaning of the poem?
In what ways do poetic devices cause readers to appreciate the work?
How does the structure of a poem help convey a writer’s purpose?
How can history be interpreted differently through poetry?
How do readers determine meaning of a poem based on their own experiences, culture and generation?
Identify poetic devices and analyze how these devices add to the overall meaning of the poem
Students will critique the structure of a poem in order to determine the effectiveness of conveying the poet’s message.
Create connections between the poetry and its historical and social influence.
Compare and contrast how different generations and culture interpret the poem.
Write a response to the writer’s choices in order to demonstrate understanding and appreciation.
IB Learner Profiles:
Reflective: Students will be asked to reflect on their own lives based on the ideas expressed in the poem. These reflections will serve to help them with their own poetry writing as well as form connections between Neruda’s poems as a whole.
Communicators: Students will be expressing ideas in poetic form and learning the difference between communicating through prose versus poetry. Students will also be communicating in new ways through a poetic commentary where they analyze technique in order to create meaning.
Non IB Assessment: Poetic commentary: Students will receive a Neruda poem (do not get to choose). Students will write a commentary in which they analyze the concrete details, figurative language, sound devices etc. in order to create a central assertion about the poems overall meaning while demonstrating appreciation for the poets work.
International Mindedness:Topic: Social Activism in poetry Countries: America, Chile, Ireland, Africa, India, Native American, Russia Questions:
Who is one person from this country who has written commenting on social issues?
What was the government’s reaction and the citizens reaction to their poetry?
Did this poet’s work spark a movement toward social activism?
Give an example of a poem that refers to social activism and explain the issue involved.
What about the poem is effective or ineffective? How does it cause the reader to respond?
Common Core: CCSS.ELA-LITERACY.L.11-12.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. CCSS.ELA-LITERACY.L.11-12.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. CCSS.ELA-LITERACY.RL.11-12.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.) CCSS.ELA-LITERACY.RL.11-12.5 Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. CCSS.ELA-LITERACY.RL.11-12.7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.) CCSS.ELA-LITERACY.W.11-12.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. CCSS.ELA-LITERACY.SL.11-12.3 Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used. CCSS.ELA-LITERACY.SL.11-12.6 Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (See grades 11-12 Language standards 1 and 3 here for specific expectations.
Application to TOK: Students will be analyzing poetry in the original language of Spanish next to the translated English and will determine how meaning changes after translation. Students will be looking at how key phrases change in translation and what that means for the overall understanding of poem.
Connection to Catholicism: Based on close reading of the poetry, the class will discuss whether or not they believe the poet is Catholic through his descriptions of nature, love, etc.