Understanding Poetry: Annotating Puritan Poetry

1. Prior to the lesson, students should be arranged into pairs.

2. Distribute student copies of "Mediation 4" by Philip Pain.

3. Students will read "Meditation 4" in pairs and discuss the meaning of the poem.  

4. Teacher will allow student pairs to share their thoughts concerning the poem with the class.

5. In pairs, each group is responsible for finding a pair of literary devices. Device slips indicating which devices the group will find should be distributed to each group. (Example: Group One-metaphor and true rhyme; Group Two-Eye Rhyme and Apostrophe) Make certain that one group maps out the rhyme scheme, and one group maps out the rhythm of the poem. Each group is to write an explanation of how/why Philip Pain used the literary devices. 

6. After students have worked together, review how to annotate the poem using PowerPoint and allow students to share their responses as we go through the poem. 

7. At the conclusion of this exercise, each student should create his/her own PowerPoint presentation (slide) demonstrating how to annotate a Philip Pain meditation poem.

1. Prior to the lesson, students should be arranged into pairs.

2. Distribute student copies of "Mediation 4" by Philip Pain.

3. Students will read "Meditation 4" in pairs and discuss the meaning of the poem.  

4. Teacher will allow student pairs to share their thoughts concerning the poem with the class.

5. In pairs, each group is responsible for finding a pair of literary devices. Device slips indicating which devices the group will find should be distributed to each group. (Example: Group One-metaphor and true rhyme; Group Two-Eye Rhyme and Apostrophe) Make certain that one group maps out the rhyme scheme, and one group maps out the rhythm of the poem. Each group is to write an explanation of how/why Philip Pain used the literary devices. 

6. After students have worked together, review how to annotate the poem using PowerPoint and allow students to share their responses as we go through the poem. 

7. At the conclusion of this exercise, each student should create his/her own PowerPoint presentation (slide) demonstrating how to annotate a Philip Pain meditation poem.

1. Prior to the lesson, students should be arranged into pairs.

2. Distribute student copies of "Mediation 4" by Philip Pain.

3. Students will read "Meditation 4" in pairs and discuss the meaning of the poem.  

4. Teacher will allow student pairs to share their thoughts concerning the poem with the class.

5. In pairs, each group is responsible for finding a pair of literary devices. Device slips indicating which devices the group will find should be distributed to each group. (Example: Group One-metaphor and true rhyme; Group Two-Eye Rhyme and Apostrophe) Make certain that one group maps out the rhyme scheme, and one group maps out the rhythm of the poem. Each group is to write an explanation of how/why Philip Pain used the literary devices. 

6. After students have worked together, review how to annotate the poem using PowerPoint and allow students to share their responses as we go through the poem. 

7. At the conclusion of this exercise, each student should create his/her own PowerPoint presentation (slide) demonstrating how to annotate a Philip Pain meditation poem.

1. Prior to the lesson, students should be arranged into pairs.

2. Distribute student copies of "Mediation 4" by Philip Pain.

3. Students will read "Meditation 4" in pairs and discuss the meaning of the poem.  

4. Teacher will allow student pairs to share their thoughts concerning the poem with the class.

5. In pairs, each group is responsible for finding a pair of literary devices. Device slips indicating which devices the group will find should be distributed to each group. (Example: Group One-metaphor and true rhyme; Group Two-Eye Rhyme and Apostrophe) Make certain that one group maps out the rhyme scheme, and one group maps out the rhythm of the poem. Each group is to write an explanation of how/why Philip Pain used the literary devices. 

6. After students have worked together, review how to annotate the poem using PowerPoint and allow students to share their responses as we go through the poem. 

7. At the conclusion of this exercise, each student should create his/her own PowerPoint presentation (slide) demonstrating how to annotate a Philip Pain meditation poem.

1. Prior to the lesson, students should be arranged into pairs.

2. Distribute student copies of "Mediation 4" by Philip Pain.

3. Students will read "Meditation 4" in pairs and discuss the meaning of the poem.  

4. Teacher will allow student pairs to share their thoughts concerning the poem with the class.

5. In pairs, each group is responsible for finding a pair of literary devices. Device slips indicating which devices the group will find should be distributed to each group. (Example: Group One-metaphor and true rhyme; Group Two-Eye Rhyme and Apostrophe) Make certain that one group maps out the rhyme scheme, and one group maps out the rhythm of the poem. Each group is to write an explanation of how/why Philip Pain used the literary devices. 

6. After students have worked together, review how to annotate the poem using PowerPoint and allow students to share their responses as we go through the poem. 

7. At the conclusion of this exercise, each student should create his/her own PowerPoint presentation (slide) demonstrating how to annotate a Philip Pain meditation poem.

1. Prior to the lesson, students should be arranged into pairs.

2. Distribute student copies of "Mediation 4" by Philip Pain.

3. Students will read "Meditation 4" in pairs and discuss the meaning of the poem.  

4. Teacher will allow student pairs to share their thoughts concerning the poem with the class.

5. In pairs, each group is responsible for finding a pair of literary devices. Device slips indicating which devices the group will find should be distributed to each group. (Example: Group One-metaphor and true rhyme; Group Two-Eye Rhyme and Apostrophe) Make certain that one group maps out the rhyme scheme, and one group maps out the rhythm of the poem. Each group is to write an explanation of how/why Philip Pain used the literary devices. 

6. After students have worked together, review how to annotate the poem using PowerPoint and allow students to share their responses as we go through the poem. 

7. At the conclusion of this exercise, each student should create his/her own PowerPoint presentation (slide) demonstrating how to annotate a Philip Pain meditation poem.

1. Prior to the lesson, students should be arranged into pairs.

2. Distribute student copies of "Mediation 4" by Philip Pain.

3. Students will read "Meditation 4" in pairs and discuss the meaning of the poem.  

4. Teacher will allow student pairs to share their thoughts concerning the poem with the class.

5. In pairs, each group is responsible for finding a pair of literary devices. Device slips indicating which devices the group will find should be distributed to each group. (Example: Group One-metaphor and true rhyme; Group Two-Eye Rhyme and Apostrophe) Make certain that one group maps out the rhyme scheme, and one group maps out the rhythm of the poem. Each group is to write an explanation of how/why Philip Pain used the literary devices. 

6. After students have worked together, review how to annotate the poem using PowerPoint and allow students to share their responses as we go through the poem. 

7. At the conclusion of this exercise, each student should create his/her own PowerPoint presentation (slide) demonstrating how to annotate a Philip Pain meditation poem.

1. Prior to the lesson, students should be arranged into pairs.

2. Distribute student copies of "Mediation 4" by Philip Pain.

3. Students will read "Meditation 4" in pairs and discuss the meaning of the poem.  

4. Teacher will allow student pairs to share their thoughts concerning the poem with the class.

5. In pairs, each group is responsible for finding a pair of literary devices. Device slips indicating which devices the group will find should be distributed to each group. (Example: Group One-metaphor and true rhyme; Group Two-Eye Rhyme and Apostrophe) Make certain that one group maps out the rhyme scheme, and one group maps out the rhythm of the poem. Each group is to write an explanation of how/why Philip Pain used the literary devices. 

6. After students have worked together, review how to annotate the poem using PowerPoint and allow students to share their responses as we go through the poem. 

7. At the conclusion of this exercise, each student should create his/her own PowerPoint presentation (slide) demonstrating how to annotate a Philip Pain meditation poem.

1. Prior to the lesson, students should be arranged into pairs.

2. Distribute student copies of "Mediation 4" by Philip Pain.

3. Students will read "Meditation 4" in pairs and discuss the meaning of the poem.  

4. Teacher will allow student pairs to share their thoughts concerning the poem with the class.

5. In pairs, each group is responsible for finding a pair of literary devices. Device slips indicating which devices the group will find should be distributed to each group. (Example: Group One-metaphor and true rhyme; Group Two-Eye Rhyme and Apostrophe) Make certain that one group maps out the rhyme scheme, and one group maps out the rhythm of the poem. Each group is to write an explanation of how/why Philip Pain used the literary devices. 

6. After students have worked together, review how to annotate the poem using PowerPoint and allow students to share their responses as we go through the poem. 

7. At the conclusion of this exercise, each student should create his/her own PowerPoint presentation (slide) demonstrating how to annotate a Philip Pain meditation poem.

1. Prior to the lesson, students should be arranged into pairs.

2. Distribute student copies of "Mediation 4" by Philip Pain.

3. Students will read "Meditation 4" in pairs and discuss the meaning of the poem.  

4. Teacher will allow student pairs to share their thoughts concerning the poem with the class.

5. In pairs, each group is responsible for finding a pair of literary devices. Device slips indicating which devices the group will find should be distributed to each group. (Example: Group One-metaphor and true rhyme; Group Two-Eye Rhyme and Apostrophe) Make certain that one group maps out the rhyme scheme, and one group maps out the rhythm of the poem. Each group is to write an explanation of how/why Philip Pain used the literary devices. 

6. After students have worked together, review how to annotate the poem using PowerPoint and allow students to share their responses as we go through the poem. 

7. At the conclusion of this exercise, each student should create his/her own PowerPoint presentation (slide) demonstrating how to annotate a Philip Pain meditation poem.

1. Prior to the lesson, students should be arranged into pairs.

2. Distribute student copies of "Mediation 4" by Philip Pain.

3. Students will read "Meditation 4" in pairs and discuss the meaning of the poem.  

4. Teacher will allow student pairs to share their thoughts concerning the poem with the class.

5. In pairs, each group is responsible for finding a pair of literary devices. Device slips indicating which devices the group will find should be distributed to each group. (Example: Group One-metaphor and true rhyme; Group Two-Eye Rhyme and Apostrophe) Make certain that one group maps out the rhyme scheme, and one group maps out the rhythm of the poem. Each group is to write an explanation of how/why Philip Pain used the literary devices. 

6. After students have worked together, review how to annotate the poem using PowerPoint and allow students to share their responses as we go through the poem. 

7. At the conclusion of this exercise, each student should create his/her own PowerPoint presentation (slide) demonstrating how to annotate a Philip Pain meditation poem.