Count That Day Lost - Analysis and Interpretation:

Count That Day Lost - Analysis and Interpretation:

Explicit instruction of HOTS : Explaining Patterns

Watch the YouTube:  M.C. Escher http://www.youtube.com/watch?v=pk3mnZwBnZw&feature=related

How did the pattern begin? _____________________________________________________________________

What patterns did you identify while watching? _____________________________________________________________________

What is the final pattern that you see? _____________________________________________________________________

Application of HOTS (Explaining Patterns) to the students’ lives

What kinds of patterns can we find in our lives? _____________________________________________________________________ _____________________________________________________________________

How can being able to find and explain patterns help us in our lives? _____________________________________________________________________ _____________________________________________________________________

Application of the HOTS (Explaining Patterns) to the text

1. Identify the words that repeat themselves throughout the poem.

2. If you have already taught alliteration, you can spiral it with this poem. Find the use of alliteration in the first line of the poem: (sit at set of sun, worse than lost).  Show how alliteration helps create unity in the poem.

Additional Analysis and Interpretation questions

1.       Why are there some short lines in the poem?

2.       The word ‘cost’ is usually used for buying and selling. How does this word relate to the message of the poem?

3.       Why do you think that the rhythm stays the same in the poem, but the rhyme keeps changing? Why do the short lines rhyme with each other and not with the long lines before or after them?

Additional Application of HOTS (Explaining Patterns) to the text

Analysis and Interpretation: Literary terms

Rhyme and rhythm patterns  

Rhyme Scheme: Underline the last word of the line. Give a small letter in sequence of the “a, b, c” for each rhyme.

For example:

Hush little baby don’t say a word,	a
Papa’s gonna buy you a mocking bird.	a
If that mocking bird won’t sing,	b
Papa’s gonna buy you a diamond ring.	b
If the diamond ring turns to brass,	c
Papa’s gonna buy you a looking glass.	c

Task: Identify the rhyme pattern of the poem. (Teacher models first stanza and has students identify the pattern in the second stanza.) 

Rhythm: Many poems use rhythm to emphasize meaning. When we scan poems for rhythm we give a symbol ˇ for unstressed syllables and a symbol    ́for stressed syllables.

In our poem the rhythm sounds like this:

ta TA ta TA ta TA ta Ta

We then divide the line into equal parts and count the number of ‘feet’.  (A “foot” is a unit of rhythm in poetry.)

So if we take our line we get:

ta TA/ ta TA/ ta TA/ ta TA

Now scan the syllables of the poem and see what rhythm pattern appears.

Task: Mark the stressed and unstressed syllables in the first stanza.

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