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Shape of the Day 1. Learn some crucial terms. 2. See how they work in a poem and together do a DRIFT reading log. 3. Pair up and read some exceptional poems. 4. Select one poem to prep for discussion and write about next class. 5. Website
What poetry is to you Block 8 37% of you generally like poetry. You like reading it and find it relaxing or compelling, but typically find wri@ng it harder. 23% of you generally dislike poetry. You admit that it can be beau@ful, but is for the most part boring and too hard. About 14% of hate poetry and avoid it because you feel it s really hard, constric@ng and useless. About 14% love poetry, enjoy wri@ng it and find it emo@onally powerful. One person does know how they feel.
What poetry is to you Block 5 33% of you generally like poetry, expressing that it can be fun to make and read. 33% of you generally don t like poetry, expressing that it is old fashioned, tedious, sad, boring, and the rules constrict you. About 7% of you dread poetry and avoid it because you feel it s really hard, constric@ng and useless. About 13% think poetry is the world, that is heariul and delighiul to play around with.
DRIFT Diction 1) Interes)ng choice of word(s) to create emphasis, tone, or style. HYPEROBOLE: deliberate exaggera@on. That test killed me. REPETITION: some@mes it is one word, some@mes words of a similar theme. Dark words, happy words, love words.
DRIFT Diction 2) Choosing a word based on its sound quality. ONOMATOPOEIA - the sound of a word suits its meaning Example: buzz, sizzle, boom, crack ALLITERATION three or more words in a line of poetry star@ng with the same sound. Example: Donald danced down in the dark dungeon. CACOPHONY - harsh sound quality in a word
DRIFT Rhythm/Rhyme ASSONANCE - repetition of a vowel sound in a line of poetry. Example: I will light the fire. Go and Mow the lawn. CONSONANCE - repetition of a consonant sound in a line of poetry. Example: Tell me to take a turn.
DRIFT - Imagery IMAGERY words or phrases that create a mental picture in the reader s mind. SYMBOLISM an object or idea that represents something else.
DRIFT - Form How a poem is organized on the page. Does it have the same number of syllables on each line? Does it have the same number of lines in each stanza? If the poem sounds similar to a regular sentence, or the line breaks happen randomly, call it free verse for now. We will return to this a bit later.
DRIFT Tone and Theme TONE: the poet s or speaker s attitude toward the subject or audience. Tone is often evoked through the speaker s choice of vocabulary. THEME: the central idea, not the subject, of the poem. To get a sense of theme, you might ask, What is the author saying about the subject?
Shape of the Day 1. Review those crucial terms. 2. Finish DRIFT notes on In The Well. 3. Pair up and read some exceptional poems. 4. Select one poem and tell what you think you know about it. You will write a Journal Entry on this poem next class.
But first what device is this? Well now, one winter it was so cold that all the geese flew backward and all the fish moved south and even the snow turned blue. His fingers rapped and pounded the door, and his foot thumped against the yellowing wood. Once upon a midnight dreary while I pondered weak and weary
"If I bleat when I speak it's because I just got... fleeced. Rap rejects my tape deck, ejects projec@le "People never believe you. A Lake. A Lane. A line. A lone. That joke is so old, the last @me I heard it I was riding on a dinosaur. Chirp, warble, hoot, toot, and gong!
The sunset, the most gorgeous they d ever seen, the clouds edged with pink and gold. The tree bark was rough against her skin. A_er ea@ng the kalamari, his breath reeked of garlic. And the silken sad uncertain rustling of each purple curtain Do not pity the dead, Harry. Pity the living, and, above all those who live without love.
Learning Target I can use my knowledge of all these things I just learned to pick apart poems and get at their meaning.
Into the Well Andrew Hudgins D: Cacophony: spiked, cinched, gagged, pressed, struck Repe))on: Then then... Then Hyperbole: I could taste / my fear, it tasted first / of dark, I held its death R: assonance, consonance: noose around my waist darkness I could taste. ABCB is the rhyme scheme in each stanza.
Into the Well Andrew Hudgins I: cinched noose (execu@on or about to die?) of dark, then earth, then rot (burial?) wet fur, wet rope (?) rose up to my father. Then light. Then hands. Then breath. (birth?) Symbols? Does the well represent death or a father s carelessness? The dog? The rope? The father?
Into the Well Andrew Hudgins F: 6 syllables per line, 4 lines per stanza, five stanzas. First and third lines of each stanza rhyme. T: Tone: fear, horror, pain at the idea of death. Amazement when brought out. Theme?
What is a good summary of In The Well? In The Well is a poem about a son or daughter who is lowered into a well in search of their neighbour s missing dog. The dog is discovered dead and together they are liced back up into the company of their people.
What is a good theme for In The Well?
1. Bungee jumping in a well is not a fun ac@vity. 2. People will do anything for their neighbours and their neighbour s pets. 3. People are just as vulnerable as the pets they master. 4. Saving a life is an act of love that involves sacrifice and risk. 5. A_er a close brush with death, life is put into a different perspec@ve. 6. When one holds onto death and survives, they experience a kind of surreal rebirth.
DRIFT on poems Dic@on: Word choice based on emphasis, style, tone, and sound: hyperbole, onomatopoeia, alliteracon, cacophony. Rhythm/Rhyme: assonance, consonance Imagery: mental pictures, symbolism Form: organiza@on on the page, stanzas, lines Theme/Tone: What is the speaker s agtude toward the subject or audience? Tone is o_en evoked through the speaker s choice of vocabulary. What is the author saying about the subject?