Download “Cynthia in the Snow” by Gwendolyn Brooks

Poetry Unit Packet
Essential Questions:
 How does poetry shape my opinion on society?
 How does poetry connect to my life?
 How is poetry a reflection of life?
 How do authors use poetic devices in poetry?
 How do these poetic devices make poetry come to life?
 How does historical context help shape the meaning of a poem?
 How can I determine what the poet is trying to communicate? Why does my
understanding of a poem improve when I talk about it with others?
 How can I clearly and effectively explain, in writing, my preferences and responses to
poems?
Completed packet is due at the end of the unit for a grade!
Poetry Terms
1. Print the Poetry Ppt from my blog.
2. It will be your job to know ALL of the terms. Any of these terms COULD appear on your final test.
3. Make sure you have one extra sheet attached for other terms that might come up in our analyses.
POEMS TO STUDY
“Cynthia in the Snow” by Gwendolyn Brooks
It SHUSHES
It hushes
The loudness in the road.
It flitter-twitters,
And laughs away from me.
It laughs a lovely whiteness,
And whitely whirs away,
To be
Some otherwhere,
Still white as milk or shirts,
So beautiful it hurts.
“Dream Deferred” by Langston Hughes
What happens to a dream deferred?
Does it dry up
like a raisin in the sun?
Or fester like a sore-And then run?
Does it stink like rotten meat?
Or crust and sugar over-like a syrupy sweet?
Maybe it just sags
like a heavy load.
Or does it explode?
The poem of your choice below:
Poetry Analysis: A Four-Step Guide
Title of the Poem:________________________________________________________________
Poet:___________________________________________________________________________
FIRST Reading: “Think Fast!”
For this reading of the text, you will need to “Think Fast!” to answer both questions listed
below. Go with your first thought!
1. My immediate reaction to the text in one word is: _______________________________.
2. What do you SEE in your mind as you read the text? Draw it in the space below.
SECOND Reading: “Making Connections”
For this reading of the poem, you must connect any part of the text to either your own life,
another text (includes poetry, books, movies, television shows, music, etc.), or the world (any
part of history or current events). You will introduce your paragraph to describe your
connection with the appropriate label: T-S (Text to Self), T-T (Text to Text), or T-W (Text to
World). Your “Making Connections” paragraph must be at least 3 sentences in length.
THIRD Reading: “Breakin’ It Down”
For this reading of the text, you will complete the EXPLICATION process. This means that you
will explicate the text, “Breakin’ It Down” line by line. You will take each line of the text and
re-write the language in your own words. You must paraphrase the text. You cannot simply rewrite exactly what the text says.
FOURTH Reading: “Final Thoughts”
For this last reading of the poem, you will gather your “Final Thoughts” on the text. To guide
your thinking for this final reading, answer the questions listed below.
1. Pick out at least 4 examples of poetic devices.
2. Think of one possible theme for this poem.
Poetry Analysis: A Four-Step Guide
Title of the Poem:________________________________________________________________
Poet:___________________________________________________________________________
FIRST Reading: “Think Fast!”
For this reading of the text, you will need to “Think Fast!” to answer both questions listed
below. Go with your first thought!
1. My immediate reaction to the text in one word is: _______________________________.
2. What do you SEE in your mind as you read the text? Draw it in the space below.
SECOND Reading: “Making Connections”
For this reading of the poem, you must connect any part of the text to either your own life,
another text (includes poetry, books, movies, television shows, music, etc.), or the world (any
part of history or current events). You will introduce your paragraph to describe your
connection with the appropriate label: T-S (Text to Self), T-T (Text to Text), or T-W (Text to
World). Your “Making Connections” paragraph must be at least 3 sentences in length.
THIRD Reading: “Breakin’ It Down”
For this reading of the text, you will complete the EXPLICATION process. This means that you
will explicate the text, “Breakin’ It Down” line by line. You will take each line of the text and
re-write the language in your own words. You must paraphrase the text. You cannot simply rewrite exactly what the text says.
FOURTH Reading: “Final Thoughts”
For this last reading of the poem, you will gather your “Final Thoughts” on the text. To guide
your thinking for this final reading, answer the questions listed below.
1. Pick out at least 4 examples of poetic devices.
2. Think of one possible theme for this poem.
Poetry Analysis: A Four-Step Guide
Title of the Poem:________________________________________________________________
Poet:___________________________________________________________________________
FIRST Reading: “Think Fast!”
For this reading of the text, you will need to “Think Fast!” to answer both questions listed
below. Go with your first thought!
1. My immediate reaction to the text in one word is: _______________________________.
2. What do you SEE in your mind as you read the text? Draw it in the space below.
SECOND Reading: “Making Connections”
For this reading of the poem, you must connect any part of the text to either your own life,
another text (includes poetry, books, movies, television shows, music, etc.), or the world (any
part of history or current events). You will introduce your paragraph to describe your
connection with the appropriate label: T-S (Text to Self), T-T (Text to Text), or T-W (Text to
World). Your “Making Connections” paragraph must be at least 3 sentences in length.
THIRD Reading: “Breakin’ It Down”
For this reading of the text, you will complete the EXPLICATION process. This means that you
will explicate the text, “Breakin’ It Down” line by line. You will take each line of the text and
re-write the language in your own words. You must paraphrase the text. You cannot simply rewrite exactly what the text says.
FOURTH Reading: “Final Thoughts”
For this last reading of the poem, you will gather your “Final Thoughts” on the text. To guide
your thinking for this final reading, answer the questions listed below.
1. Pick out at least 4 examples of poetic devices.
2. Think of one possible theme for this poem.
Haiku Poetry Workshop
9th Literature and Composition
* A Haiku is a poem of ______ lines, usually written about _______________________.
* The Haiku is a ____________ form poem that originated in ______________________.
* The Haiku follows the _________________________ pattern listed below:
LINE 1: ________ syllables
LINE 2: ________ syllables
LINE 3: ________ syllables
* The Haiku describes a single image using great _________________ and very few _______________.
Listed below, you will find a few examples of Haiku poems. Decide if they are haiku poems or not.
Remember to explain your answer!
Bearing no flowers,
I am free to toss madly
Like the willow tree.
- Chiyojo
Make up your mind snail!
You are halfway inside your house
And halfway out!
- Richard Wright
Chiyojo (1887-1959) – Chiyojo was
the wife of a samurai’s servant. When
her husband died, she became a nun
and began studying poetry with a
well-known teacher of haiku. Scholars
celebrate the lightness of spirit in her
poems.
Richard Wright (1908-1960) – Richard
Wright is best known for his novel
Native Son. As a poet, Wright
experimented with different forms,
including the traditional Japanese
Haiku.
Now, it is your turn to write haiku poetry. For your first poem, think about your school day so far.
Then, you can write about ANYTHING that pertains to the school day, from weather to clothes to
homework. The choice is YOURS. Use the template listed below as a guide. Good luck!
________________________________________________________________ (5)
_____________________________________________________________________________ (7)
________________________________________________________________ (5)
For your second poem, think of the month when you were born. Then, think about the weather
during that month. Then, in DETAIL, describe one striking, pivotal image associated with the weather
during this time of year. Remember to write your image in the form of a haiku poem.
________________________________________________________________ (5)
_____________________________________________________________________________ (7)
________________________________________________________________ (5)
After you have written your first two poems, you may write three more haiku poems on ANY subject
matter. That means ANYTHING. This could be your favorite band, book, movie, etc. It could be a
haiku about love, sports, even long division! The only requirements are that the poems are written in
CORRECT haiku form (5-7-5) and that the poems are creative. NO BORING! Happy Haiku Writing 
________________________________________________________________ (5)
_____________________________________________________________________________ (7)
________________________________________________________________ (5)
________________________________________________________________ (5)
_____________________________________________________________________________ (7)
________________________________________________________________ (5)
________________________________________________________________ (5)
_____________________________________________________________________________ (7)
________________________________________________________________ (5)
Imitation Poetry Workshop
For part of today’s class, we will complete a class poetry analysis for Langston Hughes’ poem
“Daybreak in Alabama.” Though you do not have to completely fill out a poetry analysis sheet
individually, I would like you to take notes on the poem, indicating any connections, literary devices,
anything that sticks out to you. Enjoy reading this poem 
“Daybreak In Alabama” by Langston Hughes
When I get to be a composer
I'm gonna write me some music about
Daybreak in Alabama
And I'm gonna put the purtiest songs in it
Rising out of the ground like a swamp mist
And falling out of heaven like soft dew.
I'm gonna put some tall tall trees in it
And the scent of pine needles
And the smell of red clay after rain
And long red necks
And poppy colored faces
And big brown arms
And the field daisy eyes
Of black and white black white black people
And I'm gonna put white hands
And black hands and brown and yellow hands
And red clay earth hands in it
Touching everybody with kind fingers
And touching each other natural as dew
In that dawn of music when I
Get to be a composer
And write about daybreak
In Alabama.
Daybreak In ____________________________________
When I get to be a composer
I'm gonna write me some music about
Daybreak in _______________________________
And I'm gonna put the purtiest songs in it
Rising out of the ground like a ____________________________________
And falling out of heaven like ____________________________________.
I'm gonna put some ____________________________________ in it
And the scent of ____________________________________
And the smell of ____________________________________
And ____________________________________
And ____________________________________
And big ____________________________________
And the ____________________________________
Of ____________________________________
And I'm gonna put ____________________________________
And ____________________________________
And ____________________________________
Touching everybody with kind fingers
And touching each other natural as dew
In that dawn of music when I
Get to be a composer
And write about Daybreak
In ___________________________________
Poetry Research Project
9th Lit/Comp
As we continue our journey through the world of poetry, we will become more familiar with the
research process. During this research process, each of you will investigate a poet of your choice. You
will become an expert or an “aficionado” for your particular poet. You will create a PowerPoint for
your Poetry Research Project.
Your PowerPoint will include the following items:
1. Introduction Slide – This PowerPoint slide will include your heading. Also, you must include
your poet’s name and a photo.
2. Poet’s biography – at least 5 facts
3. Poetry Analysis for ONE poem by your poet
THIS INCLUDES:
A. First Reading – THINK FAST!
Your PowerPoint slide for this reading will include your one word reaction
to the poem and an image that represents what you see in your mind as
you read.
B. Second Reading – MAKING CONNECTIONS
Your PowerPoint slide for this reading will include a brief reflection
paragraph that connects some part of the poem to your life, another text,
or the world. MINIMUM 3 sentences!
C. Third Reading – BREAKING IT DOWN
Your PowerPoint slide for this reading will include a line by line
interpretation of the poem. LINE BY LINE 
D. Fourth Reading – FINAL THOUGHTS
Your PowerPoint slide for this reading will include AT LEAST 4 examples of
poetic devices in the poem. You must also include the theme of the poem.
4. MLA Research Citations – What sources did you use for the project and where did you find
them?
Poets for Poetry Research Project
Choose one of the poets listed below for your project. Good luck!
1. William Shakespeare
2. Emily Dickinson
3. Gary Soto
4. Shel Silverstein
5. e.e. cummings
6. Nikki Giovanni
7. Langston Hughes
8. Gwendolyn Brooks
9. Carl Sandburg
10. Billy Collins
11. Anne Bradstreet
12. Lewis Carroll
13. Edgar Allan Poe
14. Paul Laurence Dunbar
15. Walt Whitman
16. Robert Frost
17. Sara Teasdale
18. Theodore Roethke
19. Robert Louis Stevenson
20. Henry David Thoreau
21. Maya Angelou
22. Edgar Lee Masters
23. Naomi Shihab Nye
24. John Keats
25. Ralph Waldo Emerson