OVERALL LESSON: In this three-stanza poem,“Winter Solstice,” readers will gain an understanding of the author’s great dislike for the season. At the end of the poem, an invitation is given to the reader. In response, students will each write a poem called “Summer Solstice” stating their true feelings about what summer means to them.
“Winter Solstice” is written with alliteration, assonance, figurative language, and a rhyme scheme. I have provided a line-by-line analysis showing each element. A worksheet is provided for students to follow along (and fill in) as you go through this together. If students are able, they may do part of this worksheet individually or in pairs.
In this lesson you will receive:
–guided worksheet with mini-lesson of each element students need to pull from poem
–answer sheet for instructor
When finished with the worksheet, the “Summer Solstice” poems your students compose should also include alliteration, assonance, figurative language, and a rhyme scheme (or whatever you determine reasonable).
COMMON CORE STATE STANDARDS
RL.6.4 RL.7.4 RL.8.4 RL.9-10.4
W.6.2d W.7.2d W.8.2d W.9-10.2d
W.6.3d W.7.3d W.8.3d W.9-10.3d
W.6.4 W.7.4 W.8.4