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Final AssignmentYocheved Feinerman

332289016June 29, 2015

English Literature Course

Participant’s name: Yocheved Feinerman 332289016Name of Key Component: Pre- Reading Activity Task 2Aim of activity: To activate prior knowledge and focus student learning on the topic of war

Estimated time: video clip- 4 minutesWriting assignment: 15 min

Description of Activity:(Paste any worksheets you plan to use, below this chart)

Charge of the Light Brigade Pre-Reading Activity

Name: _______________

Part One: Watch: Trailer for Hurt Locker

https://www.youtube.com/watch?v=2GxSDZc8etg

3. List three details you noticed in the movie:A.B.C.

2. Write two ideas you have based on the movie:A. I think…B. I think….

1. Write one question you have:


Participant’s name: Yocheved FeinermanName of Key Component: Task 3 Basic UnderstandingAim of activity: The learner will review the low frequency words, study the high frequency words and begin to review the poem.

Estimated time: 45 minutes


Part A: Vocabulary

1. The teacher will read the poem.2. The students will work in pairs re-reading the poem and highlighting new words.3. The teacher will write on the board the low frequency words: brigade, cannon, and sabres.4. The teacher will than write a list of the high frequency words: league, onward, charge,

dismayed, volleyed, flashed, bare, wondered, plunged, reeled, shattered.5. The teacher will than give to the students the crossword puzzle for them to complete.6. The students will complete the crossword puzzle. On the attached sheet.

Part B: Basic Questions

The students will work in partners answering the following questions:A. What does “half a league” mean?B. What is a brigade?C. What is a cavalry?D. What is “the valley of death”?E. Who “blundered”?F. Who is in charge of the Light Brigade?G. What does a canon sound like?H. Who returned from the battle?

Participant’s name: Yocheved Feinerman 332289016Name of Key Component: Task 4 Explicit HOTS teachingAim of activity: The student will learn the literary tem of personification. The student will learn the higher order thinking skill of inferring.

Estimated time:45 min


I Part One: Explicit HOTS Teaching

Directions:A. Number your paper 1-5B. Label each picture with one word attributing an emotion to each emoticon

C. After the exercise the teacher will elicit responses from the studentsD. The teacher will ask the students:

a. How did you know?b. What do you think?c. How does your answer differ from the person sitting next to you?

E. This is what inferring is- even though there is no label specifically written underneath it- you can infer from the picture what is implicitly said.

F. Follow up exercise: What can you infer?a. A student got a 100 on a test? What can you infer?b. The child is offered ice cream and refuses it. What can you infer?c. The window is broken next to the baseball field. What can you infer?d. The class is smiling. What can you infer?e. The car battery is dead?f. The performer goes up on stage and the crowd is booing. What can you infer?

G. Now that we understand about inferring – let’s go back and read the poem. What do you the reader infer from the poem.

Part II: Teaching Literary Terms

One of the literary terms featured in the poem is that of “personification”.

Personification is when you give human or animal features to an idea. In our poem the technique of personification is important because it turns death into a character in the poem. Death is no longer an abstract concept but rather the “valley of death” becomes a living thing ready to eat the soldiers. It is interesting to note that the poet capitalizes the word Death- that further emphasizes its importance.

Personification Activity:

Specific Objectives: The student will: Tell what personification is Look at given sentences and describe the object being personified Write simple sentences using personification

Personification WorksheetName_________________________________Directions: Underline the idea, object, and animal being personified and circle what they’re doing that makes it an example of personification.

1. The sun danced across the sky on the hot summer day.2. The big full moon guided me through the forest.3. The mountain listened to the rumbles beneath its surface.4. As the rain pounded to the ground, everyone ran for cover.5. The old man sat at the edge of the sea as the waves crashed on the shore.6. The old car groaned as it made its way down the long open road.

7. The wind whispered lonely sounds as it blew through the old creaky windows.8. The leaves raced to the ground as the children ran across the playground.9. The pencil moaned as the boy turned the handle on the pencil sharpener.10. The tornado pranced across the field and wiped away everything in its path.

Finding personification in our poem:1. Find at least two quotes from the poem that are examples of personification:A. Stanza:

B. Stanza:

2. Choose one quote and explain the use of personification.

3. Why does the poet choose to use the literary tool of personification?

The poem uses phrases such as “jaws of death” and “mouth of hell” to provide a tone of exhilaration to the theme of honoring the Brigade. The strong language demonstrates the reasoning behind the theme and tone of the poem.

Participant’s name: Yocheved Feinerman 332289016Name of Key Component: Analysis and Interpretation Task 5Aim of activity: The students will begin analyzing and interpreting the poem. They will use various HOTS to analyze the power.


Description of Activity:(Paste any worksheets you plan to use, below this chart)Analysis and Interpretation

Question 1 Why does the poet repeat the words “valley of death? Support your answer with information from the poem.

Thinking Skill: explaining patterns

Answer 1: The “valley of Death” is the first visual image that we get, and it is brought up numerous times in the poem. The valley is the place where the poem is set and the place where all the action takes place. It also represents a metaphorical place of death. It is repeated as a pattern, in the story, to intensify the feelings of death. The poem repeats the words “valley of death” to illustrate the place the soldiers are charging and the place where they are courageously fighting. Some of the men return with glory from this place of death. This poem is about the heroism soldiers before, during and after war.

Question 2: How does the rhythm of the poem affect the mood?

Thinking Skill: pattern

Answer 1:This poem uses different patterns that are significant in that the reader almost hears the sounds of the repeated words."The Charge of the Light Brigade" is an example of a poem that uses its language to recreate the sounds it's describing. In this case, that sound would be the noises of battle.The meter of the poem reminds us of the booming of cannon; the way there's a heavy explosion at first that dies away slowly. "Cannon to right of them" (39). The word CANNON makes a loud sound. After that sound, everything gets less emphasis.

We hear the clattering of hoof beats everywhere in the poem."Boldly they rode, and well" (line 23). We hear, a steady, "Rat tat a tat," like horses running desperately across the valley. All these noises make a sort of concert and help to pull the reader completely into the poem.

Question 3: What were the results of the order to charge into battle? Support your answer with proof from the poem.

Thinking Skill: Explaining cause and effect

Answer 1: There is a relationship between actions in this text. The soldiers blindly follow the orders of their commanding officer. Because they listen to the order, the charge into battle and many of them die.

Question 4: The poem is written in 1854, why it is still so popular?

Thinking Skill: inferringSadly, war is a universal theme and one of the ways in which countries resolve conflict. Every country in the world has an army and the themes of the poem ring true. The poet specifically leaves out details about the Crimean War; the poem is not about one specific battle but the greater theme of war and the courage and honor of being a soldier.

Question 5: What does the “light” in the title of the poem refer to?

Answer 1:

Thinking Skill: inferring

One can infer from the title that the “Light Brigade” refers to actual light. I think that this is how Tennyson viewed the soldiers as men filled with “light” and goodness. The soldiers practically glow with a holy light. Tennyson sees the men as courageous and noble, and followed orders that lead to many of their deaths.

Participant’s name: Yocheved FeinermanName of Key Component: Task 6: Bridging text and contentAim of activity: The learner will learn to connect themes of the poem with universal themes from other sources.



Bridging Text and Content:

Directions:

1. Watch the YouTube clip. https://www.youtube.com/watch?v=KuECrlsJI6s2. Working with a partner, prepare a 90 second response to the 90-second video clip.3. Answer the following question: What is the connection between the 2015 video clip and the

poem, “The Charge of the Light Brigade” written in an English newspaper, The Examiner on December 9, 1854.

Answer:There is a universal connection between the new information and the theme of the literary text. A major theme in the poem, The Charge of the Light Brigade” is the duty of soldiers. The men in the Light Brigade are just doing their job; they are soldiers and it’s their duty to fight. The reputation of soldiers is one of heroism and courage. However, there is still an ambivalence amongst the soldier and the public as to whether there is actual honor in their duty.

We see this theme both in the poem and in the controversy over the modern day movie, “American Sniper”.

Participant’s name: Yocheved FeinermanName of Key Component: Task 7: Bridging text and contentAim of activity: The learner will learn to connect themes of the poem with universal themes from other sources.



Bridging Text and Content:

Part One:Directions:

1. Watch the YouTube clip. https://www.youtube.com/watch?v=KuECrlsJI6s2. Working with a partner, prepare a 90 second response to the 90-second video clip.3. Answer the following question: What is the connection between the 2015 video clip and the

poem, “The Charge of the Light Brigade” written in an English newspaper, The Examiner on December 9, 1854.

Answer:

In the video clip there was a discussion raised as to whether a soldier are meant to be glorified for their duties or vilified for simply following orders without any moral culpability.

There is a universal connection between the new information and the theme of the literary text. A major theme in the poem, The Charge of the Light Brigade” is the duty of soldiers. The men in the Light Brigade are just doing their job; they are soldiers and it’s their duty to fight. The reputation of soldiers is one of heroism and courage. However, there is still an ambivalence amongst the soldier and the public as to whether there is actual honor in their duty.

For example, the refrain “Forward the Light Brigade” emphasizes to the reader that the soldier is constantly moving forward in battle without hesitation. The reader almost hears drumbeat of the military drums and the marching of the soldiers. The soldiers keep marching on without questioning their superiors. Another example, can be seen where the poet says,

“Theirs not to make reply,Theirs not to reason why,Theirs but to do and die.” Not only is there no questioning on behalf od the soldiers, there is an unspoken rule that they may not question. This blind submissiveness is what comes under question both in the poem as well as in the video clip.

In conclusion, we see this theme both in the poem and in the controversy over the modern day movie, “American Sniper”.

Upon reviewing my “bridging” I saw that the four steps were not clear. The first step is restating the new information in my on words, the clear connection between the “new source” of information and the poem. I saw that I was lacking specific examples and that is what I have now added. The final step is writing a conclusion.

Part 2:At the time the poem was written, the British were fighting the Russian Empire in the Crimean War. Tennyson read a newspaper story about the Battle of Bacalava. In this battle, a small group of British soldiers on horseback made a desperate and doomed attack, and suffered heavy casualties.

Question: How does the information provided connect to the poem?

Participant’s name: Yocheved Feinerman 332289016Name of Key Component: Post Reading Component Task 8Aim of activity: The learner will have the opportunity to connect to the text in a personal way. Students will be able to express themselves and their interpretations of the text.



.1. Use the platform go animate to create a live animation of the poem. Make sure to include scenes with dialogue.

http://goanimate.com/

2. Compose/ Perform a song that tells the story of one of the soldier’s in the poem.3. Create a PowerPoint presentation using the platform of either PowToon

http://www.powtoon.com/ or Prezi http://prezi.com/ depicting your interpretation of the poem.

4. Write and record an “interview” with Tennyson and have him explain the message of the poem. Use the platform vocaroo http://vocaroo.com/.

http://prezi.com/

http://www.powtoon.com/

http://goanimate.com/

Participant’s name: Yocheved Feinerman 332289016Name of Key Component: Summative Assessment Task 9Aim of activity: The learner will be assessed on the poem using both lower order thinking skills and higher order thinking skills.



Module F: The Charge of the Light Brigade/ Alfred, Lord Tennyson

LOTS questions (questions are worth 5 points each):

Question 1: Who are the characters in the poem?

Answer 1: A cavalry of soldiers riding on horseback

CommentsContentLanguageTotal

Question 2 : What has the brigade been ordered to do?

Answer 1: charge the enemy


Question 3 : Where is the setting of the poem?

Answer 1: In the “valley of death”.


Question 4: Who won the battle?

Answer 1: It is clear that the enemy has won the battle and only a few of the cavalry returned from the “jaws of death”.


HOTS questions (questions are worth 10 points each)

Question 5 : Why does the poet repeat the words “valley of death? Support your answer with information from the poem.

Task 10: Preparing Your Students

Unit Graphic Organizer (UGO)

Analysis and Interpretation:Literary terms

One of the literary terms

featured in the poem is that of

“personification”.

Personification is when you give

human or animal features to an

idea. In our poem the technique of

personification is

Analysis and Interpretation:HOTS

What can you infer from this picture?

Pre-Reading Activity

Watch: Trailer for Hurt Locker

https://www.youtube.com/watch?v=2GxSDZc8etg:

Characters:1. soldiers in the brigade2. the enemy3. the commanding officer

Setting (time and place):In the “valley of death”.

During the Battle of Baclava.

Post-Reading ActivityDirections:

A. Write a newspaper column, based on the

interview, from a “Left Wing” newspaper: “The

Summary of Events

1. 600 horseman of the Light Brigade are ordered to charge forward into a valley.

2. They are met with heavy fire.

3. They encounter the enemy, the Russians.

4. They attack and kill some of them.

5. They retreat down the valley.

6. The gunfire on

VocabularyLow Frequency Words:brigade, cannon, and sabres.High Frequency Words:league, onward, charge, dismayed, volleyed, flashed, bare, wondered, plunged, reeled, shattered.

Title: The Charge of the Light Brigade Author:_ Lord Alfred Tennyson

Student Name:

Date:________

Bridging Text and ContextFrederick the Great once said, “If my soldiers were to begin

to think, not one of them would have remained in the

army.”Question: How does the above quote connect to the poem?Answer 1:There is a connection between the new information and the theme of the literary text. A major theme in the poem, The Charge of the Light Brigade” is the duty of soldiers. The men in the Light Brigade are just doing their job; they are soldiers and it’s their duty to fight. The reputation of soldiers is one of heroism and courage. However, there is still ambivalence amongst the soldier and the public as to whether there is actual honor in their duty.

Analysis and Interpretation:HOTS

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Question: Can you predict

what color will come

next?




Task 13: Poem Pouch

I would like to have the following items in my poem pouch.

1. A newspaper2. An army uniform3. Picture of a saber4. Toy sword5. Picture of soldiers and horses in battle6. Medal awarded for bravery

Characters:1. soldiers in the brigade2. the enemy3. the commanding officer

Setting (time and place):In the “valley of death”.

During the Battle of Baclava.

Post-Reading ActivityDirections:

A. Write a newspaper column, based on the

interview, from a “Left Wing” newspaper: “The

Summary of Events

1. 600 horseman of the Light Brigade are ordered to charge forward into a valley.

2. They are met with heavy fire.

3. They encounter the enemy, the Russians.

4. They attack and kill some of them.

5. They retreat down the valley.

6. The gunfire on

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