Title: Analyzing “On Leaving” and “On Staying Behind” by Garcia

Grade Level: Continuation High School (9th-12th grade)

Objective: - Students will be able to analyze the poems “On Leaving” and “On Staying Behind” by Garcia, focusing on diction, syntax, tone, imagery, and figurative language. - Students will develop critical thinking skills by interpreting the poems’ meanings and themes.

Materials: - Copies of the poems “On Leaving” and “On Staying Behind” by Garcia - Whiteboard or chart paper - Markers - Handout with analysis questions (see below) - Writing materials

Procedure:

1. Introduction (5 minutes) - Begin the lesson by asking students if they have ever analyzed a poem before. Discuss their experiences and what they understand about analyzing poetry. - Explain that today, they will be analyzing two poems by Garcia called “On Leaving” and “On Staying Behind.” These poems explore the themes of leaving and staying, and we will focus on the author’s use of diction, syntax, tone, imagery, and figurative language.

2. Pre-Reading Activity (10 minutes) - Distribute copies of the poems to each student. - Ask students to read the poems silently and underline any words or phrases that stand out to them. - After reading, have students share their chosen words or phrases with a partner and discuss why they found them interesting or significant.

3. Vocabulary and Definitions (10 minutes) - Write the terms “diction,” “syntax,” “tone,” “imagery,” and “figurative language” on the board or chart paper. - Define each term and provide examples to ensure students understand their meanings. - Encourage students to take notes on these definitions for future reference.

4. Analysis of Diction, Syntax, Tone, Imagery, and Figurative Language (20 minutes) - Hand out the analysis questions worksheet to each student. - Instruct students to read the poems again, paying close attention to the author’s use of diction, syntax, tone, imagery, and figurative language. - Working individually or in pairs, have students answer the analysis questions on the worksheet. - Circulate the room to provide assistance and answer any questions.

5. Group Discussion (15 minutes) - Bring the class back together and facilitate a group discussion on the analysis of the poems. - Ask students to share their answers to the analysis questions, focusing on different aspects of the poems. - Encourage students to respectfully challenge each other’s interpretations and provide evidence from the text to support their claims. - Summarize the main points discussed and ensure that students have a clear understanding of the poems’ meanings and themes.

6. Writing Activity (15 minutes) - Instruct students to choose one of the poems, either “On Leaving” or “On Staying Behind,” and write a short analysis paragraph. - Remind them to incorporate their understanding of diction, syntax, tone, imagery, and figurative language into their analysis. - Encourage students to use evidence from the poem to support their interpretations. - Allow time for students to complete their paragraphs.

7. Sharing and Reflection (10 minutes) - Invite volunteers to share their analysis paragraphs with the class. - Provide positive feedback and encourage classmates to ask questions or offer additional insights. - Conclude the lesson by asking students to reflect on what they learned about analyzing poetry and how it can deepen their understanding of a text.

Extension Activity: - Have students compare and contrast the themes and literary devices used in “On Leaving” and “On Staying Behind.” - Ask students to write a short essay discussing the similarities and differences between the two poems, focusing on the author’s choices in diction, syntax, tone, imagery, and figurative language.