Poetry

Poetry ** Essential Question: ** //How do figurative language, prosody, and structure combine to create the tone, mood, or theme of a poem?//

We will be reading poems from a prepared anthology distributed at the beginning of the year. Please refer to the following questions when reading to help your analysis:

1. **Dramatic situation**: what “plot,” if any, is there to the poem? What “setting”? 2. **Theme**: what observation about life is the poet making? Remember, themes have verbs and qualifiers. 3. **Mood**: what feeling does the language and theme evoke? 4. **Figurative language**: what metaphors, personification, simile, imagery, hyperbole, etc. is there? Why is it there? 5. **Structure**: how is the poem organized? Why are there (not) breaks where they are? 6. **Prosody**: is there (not) a regular rhyme? What effect does it have? Are there (not) a specific number of syllables per line? What effect does it have?

Poetry Note-making guide

Revisiting the World of Verse media type="youtube" key="tmayC2AdkNw" height="563" width="756" Why we read and write poetry

Reading plan:

// For the following sets of poems, read and explicate each poem individually. Then, using the Poetry Notes template, juxtapose each set focusing on the following: //
 * Motifs
 * Themes
 * Mood
 * Tone
 * Style (literary elements/rhetorical devices)

All poems can be found in your printed anthologies or at the links provided.

"The Waking" by Theodore Roethke and "I Wandered Lonely as a Cloud" by William Wordsworth
 * Due January 27: **

"The Road Not Taken" by Robert Frost and "Song of Myself" by Walt Whitman (Sections I and II only)


 * Due January 28: **

"A Valediction: Forbidding Mourning" by John Donne and "To His Coy Mistress" by Anderw Marvell

"The Glass" by Sharon Olds and "Sestina" by Elizabeth Bishop


 * Due January 29: **

"The White City" by Claude McKay and "Nikki-Rosa" by Nikki Giovanni

"To an Athlete Dying Young" by Andrew Marvell and "Barbie Doll" by Marge Piercy

//Below is a template for one type of juxtaposition. You are not required to use it, but it is there for the taking.// Pages form: Word form:

GROUP ASSIGNMENT

Objective: to juxtapose the construction of theme and mood through diction, figurative language, and prosody from two poems

Working in partners within your class period and a set of partners from another class period, you will read and analyze two assigned poems. Things on which to focus: 1. ** Dramatic situation ** : what “plot,” if any, is there to the poem? What “setting”? 2. ** Theme ** : what observation about life is the poet making? Remember, themes have verbs and qualifiers. 3. ** Mood ** : what feeling does the language and theme evoke? 4. ** Figurative language ** : what metaphors, personification, simile, imagery, hyperbole, etc. is there? Why is it there? 5. ** Structure ** : how is the poem organized? Why are there (not) breaks where they are? 6. ** Prosody ** : is there (not) a regular rhyme? What effect does it have? Are there (not) a specific number of syllables per line? What effect does it have?

// After discussing and answering these questions, juxtapose the answers from each poem to discern what is common and what is not. //

** Presentation ** As partners, you are the masters of your two poems and must present them to the class so they can master them. Everyone will have read every poem, but you must present your analysis to the class as well as create an activity for your peers that will enhance understanding of the poem and your analysis of it. The activity should be interactive to involve the audience.

You will have 4 days of class time to collaborate and one class period to present.

Tools available for presentation //(You are not limited to these tools and I recommend using multiple modes; some may be used in tandem)// PowerPoint/Keynote/Prezi/Google Presentation GarageBand - podcasting iMovie - video iPhoto - slideshows interactive whiteboard lesson iTunes, grooveshark, playlist - songs YouTube - video clips Pages - templates acting/charades Inpsiration elmo document projector ipods Wikispaces Google Docs

Tools available for possible activities //(You are not limited to the activities on this list and can use one or a combination of them)// paper/pencil (to compose) question-answer google forms (to analyze) google docs (to collaborate) edmodo (to discuss) wiki (to discuss, to connect) wallwisher (to deconstruct, to connect) webspiration (to collaborate) ipods Assessment Rubric: