Student weekly plan

Week 15: November 23-27, 2020 Teacher: Nolan Grade Level: 8 Subject: ELA
Into Literature Monday Tuesday Wednesday Thursday Friday
(Continued from Thursday) 7th grade (Holiday) (Holiday) (Holiday)
Measurable Objective: I can… Analyze the use of I can… break down the
(Students will be able to…) literary devices in our use of imagery, and its
reading. examples

Materials: Into Literature – Unit 3 Into Literature – Unit 3

 Section 3  Section 3
“Spirit Walking in the “Spirit Walking in the
Tundra” Tundra”

Hmhco.com/one/login Hmhco.com/one/login

Question of the Day Is culture important? When we go somewhere

new, why does it affect
us?
Watch live lesson See Introduction Letter for See Introduction Letter
Information or contact the for Information or
Email Office contact the Office
inolan@riverbendprep.org or
call 602-285-3003 for link
Read or Watch: I Into Literature – Unit 3 Into Literature – Unit 3
 Section 3  Section 3
“Spirit Walking in the “Spirit Walking in the
The students need to sign in to access
the videos housed in HMH. Tundra” Tundra”

Into Literature Online Hmhco.com/one/login Hmhco.com/one/login

Username: Will be Provided
Password: Will be Provided

Living in Alaska

https://www.youtube.com/wa
tch?v=5782rSMO5Ns

Do: Into Literature – Unit 3 Into Literature – Unit 3

 Section 3  Section 3
“Spirit Walking in the “Spirit Walking in the
Tundra” Tundra”

Hmhco.com/one/login
Complete from Textbook:
Analyze Line Structure
Analyze Literary Devices
Packet Work
Read Section 2 and complete
assignment
1 hour of MobyMax
Living in Alaska
https://www.youtube.co
m/watch?
v=5782rSMO5Ns
Organizer Zoom Instruction/Live
lesson.
MobyMax Instruction
HMH Bookwork
completed/reading
completed.
Assignments Assignment 1 -
Student weekly plan
Hmhco.com/one/login
Complete from
Textbook:
Analyze Line Structure
Analyze Literary Devices
Packet Work
Read Section 2 and
complete assignment
1 hour of MobyMax
Zoom Instruction/Live
lesson.
MobyMax Instruction
HMH Bookwork
completed/reading
completed.
Assignment 2 -
 Student weekly plan

Student Lessons – Week 15

Attached to this packet is the assignments and additional information to help supplement student learning through the week. Videos for youtube.com

will be derived from the work in this packet. Students should make sure that they are viewing the videos if they are not able to make it to the lessons

on Zoom.

Zoom Room Number: 313 010 2164

Password: 5625

Any questions please reach out to: inolan@riverbendprep.org and I will do my best to answer all questions within a timely manner.

Thank you for your support, and your continued support of our students.

Best,

Mr. Nolan
 Student weekly plan

PLACES WE CALL HOME

“You can have more than one home. You can carry your roots with you, and decide where they
grow.”
- Henning Mankel
ESSENTIAL QUESTION
What are the places that shape who you are?

Building off of last week, we are going to continue the discussion of where we come from effecting who we are. This week we are looking at
a poem which talks about heritage, or identifying and being affected by our culture and history. “Spirit Walking in the Tundra” focuses on our
main theme of being shaped by the places we are, and the places we come from.

In our reading we will explore the concepts (Ideas) behind poetry and its ability to convey emotion and present how special the places we grow
and learn from are. During this weeks reading we will begin to explore these concepts before we go to Thanksgiving break, and take some time to
appreciate all of our histories and cultures.

poetry may comment on a period of time in a particular place, describing the place and expressing opinions about it. In the poem “Spirit Walking
in the Tundra”, you will examine how the speaker of the poem conveys her ideas about Nome, Alaska, and its environment—a place to which the
speaker feels a special connection. Our assignment for today will have us looking at Alaska, its native population, and the connections between
the people, the environment, and the cultures found there-in.

QUICK START
The poem you are about to read describes a place that is important to the speaker’s sense of identity. Think
about a place that is significant to your own identity. Then take notes about it.
Example:
 Student weekly plan
Place: Great Redwood Forest Notes: The Great Redwood forest is home to the might redwoods, trees which
can grow hundreds of feet high. The redwood forest is special because it makes me feel like I am part of
nature, and it has some of the most beautiful greenery, and lots of animals.

ANALYZE LINE STRUCTURE GENRE ELEMENTS: POETRY

The form of a poem is the way it is laid out on the page. A line is
the core unit of a poem. The place where a line ends is called a line  can convey emotional
break. Sometimes a complete line as written by the poet cannot fit intensity in relatively few
on the page or screen. When that happens, the words that spill over words
to the next line are indented, or pushed in slightly to the right, to  is sometimes written using
show they are not intended to be read as line breaks. first-person point of view
to express the speaker’s
Additional Instruction: Notice the line breaks in these five lines thoughts and feelings
from “Spirit Walking in the Tundra.”  often uses repetition to
emphasize important ideas

All the way to Nome, I trace the shadow of the plane as it walks  may include rhyming
words or may be written in
Over turquoise lakes made by late spring breakup free verse, with no regular
Of the Bering Sea. pattern of rhyme
The plane is so heavy with cargo load it vibrates our bones.
5. Like the pressure made by light cracking ice.
 Student weekly plan
Line length is an essential element of a poem’s meaning and rhythm. What else do you need to know about

line breaks?

They do not always signal the end of a sentence or thought.

 Student weekly plan
A line break can occur in the middle of a sentence or phrase to create a meaningful pause or emphasis.

Poets use a variety of line breaks to convey a wide range of effects, such as pace, mood, rhythm, and tone.

As you read the poem, think about why the poet breaks lines where she does. Is it to create a dramatic pause,

to encourage the reader to stop and think, to focus on a particular word, or for some other reason?

ANALYZE LITERARY DEVICES

Each word in a poem contributes to its overall meaning and effect. One way poets create meaning is through the use of imagery, descriptions that
appeal to the senses of sight, hearing, smell, taste, and touch and help a reader create mental images.

Poets also convey meaning through allusions, which are connections to ideas in other texts and society. Allusions may refer to people, places, events,
or works of literature. In “Spirit Walking in the Tundra,” Joy Harjo alludes to places and traditions that are important in Alaska Native cultures. As
you read the poem, use a chart like this one to help you analyze imagery and allusions.

EXAMPLE OF IMAGERY OVERALL MEANING

OR ALLUSION AND EFFECT

Allusion: “late spring breakup / Of the

Bering Sea.”

Imagery: “We are refreshed by small

winds.”

The poet also uses situational irony, which is a contrast between what the reader expects and what actually happens. As you read, consider what
some readers might find unexpected or ironic about the speaker’s interaction with her friend’s son.
 Student weekly plan

CULTURAL REFERENCES
The following words and phrases may be unfamiliar:
 spirit walking (title): refers to a walk that a person takes
 to connect to nature and learn more about his or her
 own character, identity, or soul; often has religious
 connections
 spring breakup (line 2): refers to the time of year when
 winter ice on bodies of water melts, cracks, and shifts
 tarmac (line 8): a paved surface at an airport
 on break (line 13): a vacation
 permafrost (line 17): a layer of soil that stays frozen all
 the time
 implements (line 21): tools or utensils

CRITICAL VOCABULARY
reminisce convene confer
ravage assure
froth melodrama

Instructions: To see how many Critical Vocabulary words you already know, use them to complete the sentences.

1. When we met to , the created by people who personally disliked each other interfered with our ability to reach an
agreement about the issue.

2. Officials planned to at City Hall to discuss responses for the storm that is expected to the area.

3. I you that our region is not in the path of the storm.
4. He was in a(n)  over the long lines at the store.
 Student weekly plan
5. The two old friends would often about their childhood.
 Student weekly plan

Assignment 1 – Lets check our understanding

Directions: Research the Native Alaskan culture and people, answering the following questions:

 What is Modern life in Alaska like?

 What is the Environment Like?

 What associations to ancient culture still exist within Alaska Native cultures?

 How important are the land, sea, and wildlife to the way modern Alaska Natives live?

_______________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________

_______
 Student weekly plan

ESSENTIAL QUESTION
What are the places that shape who you are?
How Is Imagery Used in Poetry?
Imagery allows the reader to clearly see, touch, taste, smell, and hear what is happening—and in some cases even empathize with
the poet or their subject. Whether it’s the classical sonnets of Shakespeare or the searing social commentary from poets in the
African diaspora like Langston Hughes, imagery beautifies and intensifies the poetic work.

7 Types of Imagery in Poetry

There are seven main types of imagery in poetry. Poets create imagery by using figures of speech like simile (a direct comparison
between two things); metaphor (comparison between two unrelated things that share common characteristics); personification (giving
human attributes to nonhuman things); and onomatopoeia (a word that mimics the natural sound of a thing).

Here are the seven types of imagery in poetry, with examples.

 Visual imagery. In this form of poetic imagery, the poet appeals to the reader’s sense of sight by describing something the
speaker or narrator of the poem sees. It may include colors, brightness, shapes, sizes, and patterns. To provide readers with
visual imagery, poets often use metaphor, simile, or personification in their description. William Wordsworth’s classic 1804
poem “I Wandered Lonely as a Cloud” is a good example:

I wandered lonely as a cloud

That floats on high o’er vales and hills,
When all at once I saw a crowd,
A host of golden daffodils;
Beside the lake, beneath the trees,
Fluttering and dancing in the breeze.
 Student weekly plan
In this poem, inspired by a walk Wordsworth took with his sister, the poet uses simile to compare his lonely wandering to the aimless
flight of a cloud. Additionally, he personifies the daffodils, which dance as if a group of revelrous humans.

 Auditory imagery. This form of poetic imagery appeals to the reader’s sense of hearing or sound. It may include music and
other pleasant sounds, harsh noises, or silence. In addition to describing a sound, the poet might also use a sound device like
onomatopoeia, or words that imitate sounds, so reading the poem aloud recreates the auditory experience. In John Keats’
short 1820 poem “To Autumn”—the final poem he wrote before abandoning the craft because poetry wasn’t paying the bills—
he concludes with auditory imagery:

Where are the songs of Spring? Ay, where are they?

Think not of them, thou hast thy music too,
While barred clouds bloom the soft-dying day,
And touch the stubble-plains with rosy hue;
Then in a wailful choir the small gnats mourn
Among the river sallows, borne aloft
Or sinking as the light wind lives or dies;
And full-grown lambs loud bleat from hilly bourn;
Hedge-crickets sing; and now with treble soft
The red-breast whistles from a garden-croft;
And gathering swallows twitter in the skies.

Keats personifies fall as if it is a musician with a song to sing, and then creates an audible soundtrack from the sounds the
surrounding wildlife is making. The gnats form a wailful choir, the lambs bleat, the crickets sing, the red-breast whistles, and the
swallows twitter—all sounds marking the passage of time and the advance of winter.

 Gustatory imagery. In this form of poetic imagery, the poet appeals to the reader’s sense of taste by describing something the
speaker or narrator of the poem tastes. It may include sweetness, sourness, saltiness, savoriness, or spiciness. This is
especially effective when the poet describes a taste that the reader has experienced before and can recall from sense
memory. In Walt Whitman’s 1856 poem “This Compost,” he uses some disturbing gustatory imagery:

O how can it be that the ground itself does not sicken?

How can you be alive you growths of spring?
How can you furnish health you blood of herbs, roots, orchards, grain?
Are they not continually putting distemper’d corpses within you?
Is not every continent work’d over and over with sour dead?
 Student weekly plan
Where have you disposed of their carcasses?
Those drunkards and gluttons of so many generations?
Where have you drawn off all the foul liquid and meat?
I do not see any of it upon you to-day, or perhaps I am deceiv’d,
I will run a furrow with my plough, I will press my spade through the sod and turn it up underneath,
I am sure I shall expose some of the foul meat.

Whitman is pondering the life cycle and how it is that the Earth produces “herbs, roots, orchards, grain” that are enjoyable whilst
processing a compost of the many human corpses buried under soil everywhere. Although most people have not eaten human flesh,
the “sour dead” and “foul liquid and meat” conjure the taste of rotting meat

 Tactile imagery. In this form of poetic imagery, the poet appeals to the reader’s sense of touch by describing something the
speaker of the poem feels on their body. It may include the feel of temperatures, textures, and other physical sensations. For
example, look at Robert Browning’s 1836 poem “Porphyria’s Lover”:

When glided in Porphyria; straight

She shut the cold out and the storm,
And kneeled and made the cheerless grate
Blaze up, and all the cottage warm

Browning uses tactile imagery of the chill of a storm, the sensation when a door is closed to it, and the fire’s blaze coming from a
furnace grate to describe the warmth of the cottage.

 Olfactory imagery. In this form of poetic imagery, the poet appeals to the reader’s sense of smell by describing something the
speaker of the poem inhales. It may include pleasant fragrances or off-putting odors. In his poem “Rain in Summer,” H.W.
Longfellow writes:

They silently inhale

the clover-scented gale,
And the vapors that arise
From the well-watered and smoking soil

Here, Longfellow’s use of imagery in the words “clover-scented gale” and “well-watered and smoking soil” paints a clear picture in the
reader’s mind about smells the speaker experiences after rainfall.
 Student weekly plan
 Kinesthetic imagery. In this form of poetic imagery, the poet appeals to the reader’s sense of motion. It may include the
sensation of speeding along in a vehicle, a slow sauntering, or a sudden jolt when stopping, and it may apply to the movement
of the poem’s speaker/narrator or objects around them. For example, W.B. Yeats’ 1923 poem “Leda and the Swan” begins
with kinesthetic imagery:

A sudden blow: the great wings beating still

Above the staggering girl, her thighs caressed
By the dark webs, her nape caught in his bill,
He holds her helpless breast upon his breast.

In this retelling of the god Zeus’s rape of the girl Leda from Greek mythology, the opening lines convey violence in the movement of
the bird’s “beating” wings while Leda’s “staggering” provides the reader with a sense of her disorientation at the events.

 Organic imagery. In this form of poetic imagery, the poet communicates internal sensations such as fatigue, hunger, and thirst
as well as internal emotions such as fear, love, and despair. In Robert Frost’s 1916 poem “Birches,” he makes use of organic
imagery:

So was I once myself a swinger of birches.

And so I dream of going back to be.
It’s when I’m weary of considerations,
And life is too much like a pathless wood

In this poignant moment, Frost, who has seen bent birch trees and imagined a boy’s playful swinging has bent them, describes
feelings of fatigue and aimlessness and a longing to return to the purposeful play of youth.
 Student weekly plan

Assignment 2 – Lets check our understanding

Instructions: Choose one of the Types of Imagery that we discussed today, and write a short descriptive sentence which could be
used as an example of that Type of Imagery.

________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________