Rutherford County Schools – Grade 8 ELA Individual Learning Module

Grade Course8 ELA

Unit FocusStudents will analyze the structure of two poems with a common theme. Students will write an essay that compares and contrasts how the structure and style of each poem contribute to the theme and meaning.

Standard(s)8.RL.KID.28.RL.CS.5

8.W.2

Resource(s)Texts:

"I Wondered Lonely as A Cloud” (also called “Daffodil”) by William Wordsworth “World Below the Brine” by Walt Whitman

Task(s)*PLCs will complete this section. However, I have included links to some ideas below. *

Day 1 – Read and complete the TPDASTT Graphic Organizer for the first poem, “I Wandered Lonely as a Cloud” by William WordsworthDay 2 – Read and complete the TPDASTT Graphic Organizer for the second poem, “World Below the Brine” by William Wordsworth. Answer the Questions over the two poems to demonstrate understanding of the poems. Day 3 – Introduction to Writing Task and Pre-Writing Day 4 – Writing Task

Expected OutcomesWrite an expository essay that compares and contrasts how the style and structure of each poem contributes to the theme.

Additional Instructional ResourcesI-ReadyAll Rutherford County 6-8 grade students now have access to I-Ready ELA lessons. These lessons can be accessed via Clever. All available lessons have been assigned.

PBS Lessonshttps://www.tn.gov/education/pbsteaching.html

Rutherford County Schools – Grade 8 ELA Individual Learning Module

I wandered lonely as a cloudThat 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.

Continuous as the stars that shineAnd twinkle on the milky way,They stretched in never-ending lineAlong the margin of a bay:Ten thousand saw I at a glance,Tossing their heads in sprightly dance.

The waves beside them danced; but theyOut-did the sparkling waves in glee:A poet could not but be gay,In such a jocund company:I gazed—and gazed—but little thoughtWhat wealth the show to me had brought:

For oft, when on my couch I lieIn vacant or in pensive mood,They flash upon that inward eyeWhich is the bliss of solitude;And then my heart with pleasure fills,And dances with the daffodils.

Rutherford County Schools – Grade 8 ELA Individual Learning Module

The world below the brine,Forests at the bottom of the sea, the branches and leaves,Sea-lettuce, vast lichens, strange flowers and seeds, the thick tangle, openings, and pink turf,Different colors, pale gray and green, purple, white, and gold, the play of light through the water,Dumb swimmers there among the rocks, coral, gluten, grass, rushes, and the aliment of the swimmers,Sluggish existences grazing there suspended, or slowly crawling close to the bottom,The sperm-whale at the surface blowing air and spray, or disporting with his flukes,The leaden-eyed shark, the walrus, the turtle, the hairy sea-leopard, and the sting-ray,Passions there, wars, pursuits, tribes, sight in those ocean-depths, breathing that thick-breathing air, as so many do,The change thence to the sight here, and to the subtle air breathed by beings like us who walk this sphere,The change onward from ours to that of beings who walk other spheres.

Rutherford County Schools – Grade 8 ELA Individual Learning Module

TPDASTT Graphic Organizer

Title: Predict what you think that the poem is about. 

   

Paraphrase: Summarize the poem either by stanza or by breaks within the poem and/or subject.             

             

 

 

1.Devices:   Figurative Language: Simile, Metaphor, Alliteration, Repetition, Personification, Hyperbole, Imagery, Symbolism   *Look to PPT Figurative Language if you need some guidance*    

     

 

Rutherford County Schools – Grade 8 ELA Individual Learning Module

  2. Diction: Word Choice- Specific words chosen by the writer to help create the mood, tone, and atmosphere of the poem   3. Rhythm / Rhyme scheme Attitude: How the Author feels about the subject 

   

Shift (If there is one)     

Title Revisited: How does the title reflect the meaning of the poem? 

  

 

Theme: The message of the poem. What does the author want you to learn? 

   

Rutherford County Schools – Grade 8 ELA Individual Learning Module

Text Dependent Questions for “I Wandered Lonely as a Cloud”

Rutherford County Schools – Grade 8 ELA Individual Learning Module

Text Dependent Questions for “World Below the Brine”

6. How do the two poems explore the relationship between humans and nature?

7. How does the form of the two poems contribute to their meaning?

Rutherford County Schools – Grade 8 ELA Individual Learning Module

Writing a Compare and Contrast Essay

In a well-written essay, compare and contrast how the style and structure of each poem contributes to the theme.

Analyze the prompt: What information are you given about the two poems? When were they written, and why were they written?

The last sentence explains the tasks you must complete. You are to

compare and contrast the two poems determine the overall meanings of the two poems (tones, themes, purposes, characterizations) take into consideration the poetic techniques Blake uses in each

Here are some “poetic techniques”

Textual Devices Sound Devices FormsDictionImageryFigurative LanguageDetailsTonePoint of View

AlliterationAssonanceConsonanceOnomatopoeiaRhyme

Free VerseBlank VerseCoupletSonnet

Start Asking Questions

What is the main difference and similarities you see in the pomes?

Use the graphic organizer below to help you accomplish this.

Rutherford County Schools – Grade 8 ELA Individual Learning Module

Rutherford County Schools – Grade 8 ELA Individual Learning Module

Key Things to Remember….

Rutherford County Schools – Grade 8 ELA Individual Learning Module

ORGANIZING THE COMPARE/CONTRAST ESSAY

Compare and contrast essays are popular in academic writing. The most important thing to remember for this kind of analysis is structure. Many wonderful essays fall victim to disorganization, digression, or lack of consistency, making any insight or cleverness fall by the wayside. Go over these steps, and then structure your compare/contrast essay in one of the following two formats:

TYPE 1:

1. Introduction: Your introduction should open with only the essential context of the poem, and lead into the thesis statement by the end of the paragraph.

2. Topic 1: This next portion of your essay (which may consist of one paragraph or several) should cover only the first topic of the comparison and contrast. Compare/Contrast essays take two topics and illustrate how they are similar and dissimilar. Do not mention Poem 2 in this first portion. Use an effective transition between poems 1 & 2.

3. Topic 2: This next portion of your essay (which may also consist of one or more paragraphs) should cover the second of the two topics. Do not discuss Poem 1 in this section. Since you have already gone into great detail about it, you may allude to Poem 1 briefly; however, do not analyze Poem 1 in this section. This portion of the paper is to analyze Poem 2 in great detail.

4. Topics 1 & 2 Together (similarities or differences). Now that you have analyzed both Poem 1 and Poem 2 independently, analyze them together. This section may also be one or several paragraphs for longer essays. Your goal here is to make a point about the significance of similarities or differences in the topics. Dig deep here and analyze.

5. Conclusion. The conclusion should be a generalization or restatement of the thesis. Express your certainty and absolute knowledge of the subject matter. Show how you've proven your thesis. Leave the reader with something significant or interesting to ponder. Answer the question: so what?

TYPE 2: (as above but with a different organizing tactic)

1. Introduction

2. All Comparisons (Poems 1 and 2). This section should consists of multiple paragraphs and should go through all similarities you find in the two topics on which you are writing. There should be at least two comparisons (essentially three body paragraphs) in which you give an example from both poems of comparisons in each.

3. All Contrasts (Poems 1 and 2). This section, again which should consist of multiple paragraphs, should go through all differences you find in the two poems on which you are writing. There should be at least two contrasts (essentially three body paragraphs) in which you give an example from both poems of contrasts in each.

4. Conclusion. Wrap up your analysis. Restate the thesis in a new way. Answer the question: so what?

* Use Outline provided to help you respond to this format!*

*REMEMBER: THIS IS STILL AN ANALYSIS ESSAY. YOU MUST CONNECT HOW PARTS OF THE POEM (rhyme scheme, POV, diction, imagery, tone, etc.) CREATE LARGER MEANINGS (theme, attitude, criticism/support, purpose, characterization, etc.) OF THE POEMS. *

Body

Pa r a g r a

Rutherford County Schools – Grade 8 ELA Individual Learning Module

Compare and Contrast Outline for Type 2

Introduction

A: Attention Getter –

I: Introduce Article(s)-

R: Restate Prompt-

S: State Thesis-

Transition Word to introduce Topic Sentence-

Topic Sentence:

I: 1st Similarity 2nd Similarity Look to your Circle Graph

to help you fill in this section. Do not forget to use proper citation when quoting from the poem!

D: Detailed Explanation Detailed Explanation

Ending Sentence For 1st Body Paragraph:

Transition Word & Topic Sentence:

I:1st Difference 2nd Difference Look to your Circle Graph to help you fill in this section. Do not forget to use proper citation when quoting from the poem!

D: Detailed Explanation Detailed Explanation

Body Paragraph

2

Rutherford County Schools – Grade 8 ELA Individual Learning Module

Ending Sentence for Body Paragraph 2:

Transition Word to Start Conclusion:

Conclusion:

R: Restate the Prompt-

A: Answer with Restate Thesis & Reasons-

E: End with a Banging Sentence-