Day 2

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Day 2 Description 

On Day 2, students will continue their review of literary terms, expand their knowledge of the history of the Caribbean, and gain more experience with poetry analysis by looking at Derek Walcott’s poem “Ruins of a Great House” and an excerpt from Aimee Cesaire’s “Notebook of a Return to the Native Land.” For homework, students will generate responses to a series of questions in preparation for the seminar on Day 3.

Essential Questions

  1. How has the violent history of the Caribbean influenced its contemporary representation in art and literature?
  2. How do poets use literary techniques such as metaphor, imagery, diction, and allusion to convey a message or theme?

Learning Goals

  1. Review literary terms in preparation for poetry analysis.
  2. Acquire knowledge about Caribbean history and the transatlantic slave trade.
  3. Analyze a text for literary techniques and themes.

Agenda

  1. Warm-up
    As students enter the classroom, the teacher will distribute the “Day 2 Warm-up” handout while projecting the directions on the board (slide 1 from “Day 2: Caribbean Poetry PowerPoint.” Students will reflect upon and annotate a short passage from the end of yesterday’s poem and answer the following question:Using literary techniques such as imagery, repetition, and metaphor, how does the poet convey his attitude toward “Emancipation” and “History”?After giving students time to complete the assignment, the teacher will lead a class discussion of the analysis, collect the warm-ups upon their completion, and present the daily agenda.
  2. Literary Terms Review: Part 2
    Teacher will ask students to take notes on 5 new literary terms on their Literary Terms dictionary handout (see below). Under the “Assessment Suggestions” sub-tab, you will find 2 optional vocabulary quizzes to check for understanding on Day 3.
  3. Caribbean History: Part 2
    Teacher will present the second part of the lesson on Caribbean history to the students (slides contained within “Day 2 Caribbean Poetry PowerPoint”). For struggling students, low-skilled classes, or simply ease of teaching, guided notes of this part of the presentation are provided below.
  4. Read, discuss, & annotate poems
    Teacher will distribute the “Day 2 Poems and Analysis Guide” handout to students. For guided practice, the teacher will read and complete analysis of the first poem–“Ruins of a Great House”–with the class. Depending on the readiness of students, the teacher may ask them to complete the analysis questions following the poem independently, with a partner, or in small groups.After discussion on “Ruins of a Great House,” the teacher will read Aimee Cesaire’s “Notebook of a Return to the Native Land” aloud to the class. After, teacher will divide the class into small groups and provide time (approximately 10-15 minutes) for students to complete the analysis. Although students are working in small groups, the expectation should be that “EVERYONE WRITES,” meaning each person in the group is responsible for annotating and analyzing the poem independently. At the conclusion of the time, each group should elect one spokesperson to communicate their findings to the class and a writer who can record their annotations on the whiteboard.Note: It is highly recommended throughout this activity to project the “Day 2 Poems and Analysis Guide” on the front board for students to record their analysis during the lesson! This is a great way to scaffold strong analysis skills to your students.
  5. Exit ticket
    As an “exit ticket” activity, teacher will distribute notecards or scrap paper on which students will answer the following question:What is one question, concern, doubt, or comment you have from our last two days of class? If you have no questions, write ONE thing you have learned about Caribbean history or poetry over the last two class periods!The teacher may use this informal assessment to clarify student questions or misunderstandings during the next class period.

Materials

 

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How to cite these resources: “’Expanding the Atlantic’ for World Literature Classrooms,” written and designed by Savannah Windham, The Black Atlantic Pages, The Black Atlantic Blog, Duke University, http://sites.duke.edu/blackatlantic/ (accessed on (date)). – See more at: http://sites.duke.edu/blackatlantic/sample-page/expanding-the-atlantic-for-world-literature-classrooms/.

One thought on “Day 2”

  1. Mythological Allusions?

    Here a few
    Nike – shoes, Greek goddess
    Atlas – book of maps, mountain range in North Africa, Greek giant
    Venus – planet, Roman goddess
    Saturn – planet, car type, Roman god
    Amen – end of Christian prayer, god of ancient Egypt

    Here some web sites
    1) MYTHOLOGY IN MODERN SOCIETY Mythology is everywhere! Daily you run across instances of words, city names, companies, literary allusions – and even planets and constellations – that …
    http://www.thanasis.com/modern/

    2) Glossary of Allusions to Ancient Greek and Roman Myth in Word and …Glossary of Allusions to Ancient Greek and Roman Myth in Word and Phrase. Vincent A. LaZara, Ph.D. This glossary is included in the second edition of Live …
    http://www.livethemyth.com/glossary1.htm

    3) Mythological allusions MYTHOLOGICAL ALLUSIONS. If you’ve read the ROV manga or my translations, you would probably recall seeing some allusions to Greek mythology. …
    http://www.araya.i8.com/muse/myth.html
    https://freebooksummary.com/tag/allusion

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