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(Include Shakespeare as well as other authors.) Grades 9–12 Writing 4.Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
Point out that artists and writers often reference literary, visual, and historical works in their own art and writings. Identify allusions to Adam and Eve in "A Poison Tree." Ask students if they can think of other literary allusions to a poison tree or fruit explore how oppressive forces and the fears and flaws of human nature impact one's lived experience.
If "A Poison Tree" was revised and told from the perspective of an innocent child, what is a possible alternate ending for the poem? Tell students that they will work in pairs to write original poems that explore the theme of good vs. Have students brainstorm ideas of topics in their journals and then share their ideas with the class. Give the student pairs time to select one topic to write about.
, analyzing the symbolism, metaphors, and imagery used.
They identify themes explored in the poem and drawing and then write original poems about the same theme in a modern-day setting.
analyze the use of opposites and the theme of good vs. identify and write examples of allusion and antithesis in poetry.
write poems in the first-person perspective.
Tell student pairs they will use their imagination and write from the perspective of two different characters—one they consider "good," and the other they consider "evil." For inspiration, you may wish to review poems about Adam and Eve, such as the following: Show students the illustrated version of "A Poison Tree" (available on the William Blake Archive Web site at
Tell students that Blake illustrated the poems in analyze and describe symbols, metaphors, and imagery used in a poem and drawing.
What are positive alternatives for coping with anger? Give students the opportunity to look closely at the work without seeing the title. Discuss the drawing using the following questions, and share background information about the work as appropriate throughout the discussion: 2. Have them brainstorm a list of characters that would be affected by the topic.
Inform students that Blake believed that imagination is essential to life and that both poetry and visual art stem from poetic imagination.