Worksheet 3A IDCAT

• Literatuur
• Middelbare school
• havo
• Leerjaar 4

                IDCAT Poetry Analysis

This lesson is

filled to the rim 

with great poems.

Huddle up on the couch and

ENJOY 

Poetry - devices, terms and styles

** You are not going to finish this in a lesson. Choose what you like and know the meaning of the acronym IDCAT

I for Introduction

Make sure you mention the title and the author in the first sentence. What was your initial reaction to the poem? How does the poem relate to the title? If you know the author, what prior knowledge do you actually have about the author?

D for Denotation

What is the poem literally about? Remember, this is surface level only. Do not include any analysis in this step!

C for Connotation

What do you think the poem means or what ideas seem important? Identify a literary device used in the poem. Include the specific line as well as the correct parenthetical citation and embedding. Explain how the device(s) contribute to the meaning and/or effect of the poem.

A for Attitude

How is the writer speaking? If there are any shifts in the poem, discuss the contrasting views.

T  for Theme

Finalize your thoughts on the poem. What is the main message the poet is trying to get across to the reader?

• JOURNAL: In your Writer’s Notebook, I want you to write “What Teachers Make” by Taylor Mali and jot down at least five sentences in regards to what we just listened to. You might focus on the content of the poem, how the poet performs the poem, what you think the poem means, any literary devices you noticed, etc… (http://www.youtube.com/watch?v=fuBmSbiVXo0)

• The teacher will pass out the intro packet (Poetry- Devices, Terms, and Styles).

• The teacher will call on students to read the definitions and give examples.

• The teacher will pass out the analysis packet (Poetry Analysis) and review it with students. As a class, students will judge the student exemplar based off the criteria checklist.

• The teacher will pass out the laminated bookmarks (Poetry Analysis Checklist Bookmarks) that students will use over the course of the unit.

• At the end of class, the teacher can play another slam poet video for students to simply enjoy or journal about. I used “Thinking About You” by Mike. (http://www.youtube.com/watch?v=P0QiFy8dmX0)

• JOURNAL: In your Writer’s Notebook, I want you to write “I Am Me” by Brian Gashema and jot down at least five sentences in regards to what we just listened to. You might focus on the content of the poem, how the poet performs the poem, what you think the poem means, any literary devices you noticed, etc… (http://www.youtube.com/watch?v=CfSQy2SqIXs)

• Students will take out the analysis packet and work on completing an IDCAT over the poem “The Road Not Taken” by Robert Frost.

• Students will switch essays with a partner and peer grade using the checklist.

• At the end of class, the teacher can play another slam poet video for students to simply enjoy or journal about. I used “Well, Thank You” by Taylor Phillips. (http://www.youtube.com/watch?v=rpW-xoCkRFE)

• JOURNAL: In your Writer’s Notebook, I want you to write “OCD” by Neil Hilborn and jot down at least five sentences in regards to what we just listened to. You might focus on the content of the poem, how the poet performs the poem, what you think the poem means, any literary devices you noticed, etc… (http://www.youtube.com/watch?v=vnKZ4pdSU-s)

• The teacher will explain that students will be working on analyzing a difficult poem.

• The teacher will start by passing out the poem “Ode to a Nightingale” by John Keats (IDCAT- Ode to a Nightingale).

• The teacher will play an audio of the poem (I like using the one of Benedict Cumberbatch: http://www.youtube.com/watch/?v=64eonMsecAA) while students follow along and make annotations.

• The teacher will play it again, this time making annotations on the poem for students to see (I have a document camera I used for this).

• Students will work in groups to complete an IDCAT for the poem.

• At the end of class, the teacher can play another slam poet video for students to simply enjoy or journal about. I used “For My Daughter” by Sarah Kay. (http://www.youtube.com/watch?v=0snNB1yS3IE)

• JOURNAL: In your Writer’s Notebook, I want you to write BNV 2013 Finals – Chicago by unknown group and jot down at least five sentences in regards to what we just listened to. You might focus on the content of the poem, how the poet performs the poem, what you think the poem means, any literary devices you noticed, etc… (http://www.youtube.com/watch?v=mJjXIbQ0LKY)

• The teacher will explain that students will be working with their partners to complete another IDCAT.

• The teacher will pass out the poem “A Woman is Not a Potted Plant” by Alice Walker (IDCAT- A Woman is Not a Potted Plant).

• The teacher will read the poem aloud while students make annotations.

• Students will pair-share annotations with another group for four minutes.

• Students will then work with their partners to write an IDCAT over the poem.

• At the end of class, the teacher can play another slam poet video for students to simply enjoy or journal about. I used “When Love Arrives” by Sarah Kay and Phil Kaye. (http://www.youtube.com/watch?v=mdJ6aUB2K4g)

• JOURNAL: In your Writer’s Notebook, I want you to write “Touchscreen” by Marshall Davis Jones and jot down at least five sentences in regards to what we just listened to. You might focus on the content of the poem, how the poet performs the poem, what you think the poem means, any literary devices you noticed, etc… (http://www.youtube.com/watch?v=GAx845QaOck)

• The teacher will explain that students will be working again with their partners to complete another IDCAT.

• There are two poems. Half the class will receive “O Captain! My Captain!” by Walt Whitman (IDCAT- O Captain! My Captain!) and the other half will receive “

Where the Sidewalk Ends” by Shel Silverstein (IDCAT- Where the Sidewalk Ends).

• Students will read through the poems and make annotations.

• Students will then work with their partners to write an IDCAT over the poem.

• At the end of class, the teacher can play another slam poet video for students to simply enjoy or journal about. I used “Well, Thank You” by Taylor Phillips. (http://www.youtube.com/watch?v=rpW-xoCkRFE)

• JOURNAL: In your Writer’s Notebook, I want you to write “To This Day” by Shane Koyczan and jot down at least five sentences in regards to what we just listened to. You might focus on the content of the poem, how the poet performs the poem, what you think the poem means, any literary devices you noticed, etc… (http://www.youtube.com/watch?v=fuBmSbiVXo0)

• will now use their knowledge to write their own IDCAT. This will be worth a quiz grade.

• There are two poems. Half the class will receive “Because I Could Not Stop for Death” by Emily Dickinson by Walt Whitman (IDCAT Quiz- Because I Could Not Stop for Death and the other half will receive “Hope is a Thing with Feathers” by Emily Dickinson (IDCAT Quiz- Hope is a Thing with Feathers).

• Students will read through the poems and make annotations.

• Students will then work individually to write an IDCAT over the poem.

• This quiz is due at the end of class.

THE END

**Additional slam poems to view with your students:

“To the Boys Who May One Day Date My Daughter” by Jess Parent (http://www.youtube.com/watch?v=KcIwZ1Dth0c)

“3 Ways to Speak English” by Jamila Lyiscott (http://www.youtube.com/watch?v=k9fmJ5xQ_mc)