A Proposed Lesson on the Fireside Poets

Lesson Plan for Read Aloud: Fireside Poets

Kathleen McKenzie

AP Language

Longfellow’s “A Psalm of Life” and “The Tide Rises, the Tide Falls”

Objective: Compare/Contrast the two poems.

Steps:  Read aloud each poem.  Key vocabulary.  Scansion.  TPCASTT.  ReRead.  Discussion.

1.       "A Psalm of Life" (1838) expresses both the confusion of his feelings in that time of discouragement and his resolve not to succumb to mournful passivity. Its counsel to "Act,--act in the living Present!" and its injunction to "be up and doing, / With a heart for any fate" gave poetic expression to the motto he had discovered in a German graveyard….  The second poem came later (1879) in life –after tragedy had struck him hard.  He died in 1882.

2.       Vocabulary:  bivouac-shelter, encampment   sublime-inspiring   main- sea    forlorn-sad

curlew- large shorebird   efface-erase, expunge  hostler-horse minder

3.       Scansion: Beats per line, rhyme, allusions, figurative language

4.       TPCASTT:  Title, Paraphrase, Connotation, Allusion, Shift, Theme, Title

5.       Discussion: What message does each poem convey?  How do they relate to his changes in life and fortune?  DidYouKnow:  Longfellow is the only American poet with a bust at Westminister Abbey’s Poet’s Corner? Longfellow was accused of plagiarism by Poe?

William Cullen Bryant’s “Old Ironsides”

Objective:  Connect with past events; the power of persuasive verse

Steps:  Relate historical context.  Read aloud the poem.  Vocabulary.  Scansion.  TPCASTT.  ReRead.  Discussion.

1.        Historical context:  "Old Ironsides" is a poem written by Oliver Wendell Holmes, Sr., on September 16, 1830, as a tribute to the eighteenth-century frigate USS Constitution. Thanks in part to the poem, she was saved from being decommissioned and is now the oldest commissioned ship in the world still afloat.

2.       Vocabulary:  ensign (flag), harpie (mythological creature, half woman, half bird) that attacked sailors

3.       Scansion:  Beats per line, rhyme, allusions, figurative language

4.       TPCASTT:  Title, Paraphrase, Connotation, Allusion, Shift, Theme, Title

5.       Discussion: Why does Bryant use the term “harpie” as he does?  Is it effective?  DidYouKnow:  This was Holmes’ most famous poem?  Why do you think this is so?

Oliver Wendall Holmes “Thanatopsis”

Objective:  Allusions

Steps:  Background.  Read aloud.  Vocabulary.  Scansion.  TPCASTT.  ReRead.  Discussion.

1.       Background:  Written over several years, this is a tribute to a young friend of Holmes who passed away as a young man.

2.       Vocabulary: The title is from the Greek thanatos ("death") and -opsis ("sight"); it has often been translated as "Meditation upon Death"

3.       Scansion: Beats per line, rhyme, allusions, figurative language

4.       TPCASTT: Title, Paraphrase, Connotation, Allusion, Shift, Theme, Title

5.       Discussion:  Do you consider this a morbid poem?  DidYouKnow:  Holmes was a medical doctor?  And that he helped Longfellow with the English translation of Dante’ Divine Comedy.  Holmes was the first to use the term “anesthesia.”  Do you think his scientific background influenced his writing style?  About 1860, Holmes invented the "American stereoscope", a 19th century entertainment in which pictures were viewed in 3-D. He later wrote an explanation for its popularity, stating: "There was not any wholly new principle involved in its construction, but, it proved so much more convenient than any hand-instrument in use, that it gradually drove them all out of the field, in great measure, at least so far as the Boston market was concerned."

Difficult Times

For some crazy reason, I've had a hard time commenting on others' blogs, so I guess I'll post here and try to connect later.

Amy Grace wrote about amazing technologies and how easy it is to connect today--and I totally agree with her.  iPads are the rage now, and who knows what cool stuff is coming down the road?  On a different note, I do not agree about handwriting.  I sincerely believe (and research bears this out) that cursive writing is an important element in a student's education.  I think that it is unfortunate that many of my students come to me unable to write cursive and unable to read it.  (And I have the top kids!) Is there anyone out there who agrees with me?  And if not, why not?

Barb asked for people to volunteer to share their lessons re: read alouds.  Honestly, although my kids enjoy the experience, I don't see it making the impact in regards to vocabulary and comprehension.  My lessons (thus far) would not be on the same level as those presented in class.  So, here's my question:  Since I use several strategies of comprehension and vocabulary when I read aloud passages from the textbook, could that count?

Maggie wrote about the techniques she uses in her kindergarten class.  I am amazed at her energy!  I think we should consider starting a "I Love Reading" group for teachers (and students) in Bartow and Floyd counties.  I have requested to start a Book Club at Cass High.  I will allow them to choose the books that are appropriate.  I hope it will be approved and become very successful!

Teresa wrote about her readings.  I found them very interesting--and I liked the addition of sites to visit in several of the blogs.  It's become very difficult to keep up with all the information flowing from everyone!  The more we blog, the more there is to comment on.

On a final note, I've found that in addition to everything else, this class is opening my eyes to the reading habits of my students.  I tend to try to scaffold more--I didn't realize how much students were missing!
Oh, I almost forgot--Sonic Drive In has a website LimeadesforLearning.com where you can vote for a favorite teacher's project from August 29-September 30.  I am going to check it out--hopefully I can submit a project!  Then get my kids to vote!

Picture Books in the High School Classroom

I have to admit that when I heard the assignment to read a picture book to my students, I was bit perplexed.  I mean, these are HIGH SCHOOL students--and while I read aloud to my students for various texts, purposes, etc., I wasn't sure how they would respond to the picture book concept.

Okay, Barb, I was even skeptical.  But you have made a believer out of me.


Last week, before the start of Literacy Time (ten minutes set aside for silent reading--don't get me started), I asked my Journalism students to assist me in my assignment.  Some laid their heads down on their desks, others leaned on their backpack or a stack of books.  But the amazing part is that they all listened!  They loved it--even asked if I would do it again.  One girl said she couldn't remember the last time someone had read a story to her.

So, my reflection on the assignment....oops!  Guess that was it.  The first book I read was The Trellis and the Seed by Jan Karon.  Nice pictures (I passed the book around after I had finished.)  It's an encouragement-style story.  Next week I plan to read another book--Higher on the Door by James Stevenson.  I will do this to teach memoir writing.  I really don't have to teach vocabulary--the books are pretty simple and my kids are pretty smart--but the discussions are nice.  I hope to do this once a week...until I run out of books or ideas!