M3 L3

M3 L3

"B"

Co-Host Time!!

Lesson Questions

• Essential Question What is the power of language? 

• Focusing Question How and why does language inspire?

• Content Framing Question Organize: What is happening in “Hope is the thing with feathers—” and its video version? 

• Craft Question Examine: Why is writing a clear claim to introduce an argument important? 

Learning Goals

Analyze an argument paragraph about figurative language to understand the characteristics of a strong claim. (W.7.1.a)

✓ Identify the claim in a multiple-choice question.

Interpret “Hope is the thing with feathers—" and its video version, attending to language and structure. (RL.7.5, RL.7.7)

✓ Record an interpretation of each stanza in a graphic organizer.

✓ Write a journal entry explaining how the video version of “Hope is the thing with feathers—” impacts the viewer’s understanding.  

You will begin learning about the building blocks of argument writing and continue investigating inspiring language as they read another poem.

Craft Question

Why is writing a clear claim to introduce an argument important?

What is similar and different about the two paragraphs?

The second paragraph is an argument paragraph and that argument in this context has a very precise meaning in terms of academic writing.

Informative paragraphs include topic statements, argument paragraphs include a claim.

Fill in the blanks using the grey boxes.

Claim

A debatable statement that can be proven by evidence and reasoning.

Spot the claim:

• I love seeing videos of poetry performances because they’re engaging and help me understand figurative language.

• In “B,” Kay implements delivery techniques and figurative language honed since childhood to express beliefs about life’s beauty and pain.

• Every time students study a poem’s language, the teacher should show a video version. In addition to the fact that videos can be engaging, poetry is meant to be read aloud and students have a right to experience the best possible reading.

Vocabulary

• Gale- strong powerful wind (blast/storm)

• Abash- to cause to feel ashamed or embarrassed (shame)

• Extremity- a condition of extreme danger or need.

Record what you notice and wonder

How do the dashes affect the way you read the poem?

What type of figurative language does Dickinson use most prominently here, and how do you know?

Let's translate each stanza.

Dickinson uses a common technique–having a structured rhyme scheme.

This term refers to the pattern of rhymes for the words at the end of each line in a stanza and that this pattern can be described in letters. Use the first stanza of “‘Hope’ is the thing with feathers—” to illustrate both rhyme scheme and how to use letters to denote rhyme scheme.

What is the rhyme scheme for stanza 2 and 3?

Kinetic Poetry Hope is the Thing With Feathers Emily Dickinson

What did you notice about the video?

Jot examples of both vocal and image details in the video.

Explain how the detail(s) impacts the viewer’s understanding of what is happening in the poem.