Download Poetry Unit Calendar and Guide

English 10
Carothers
Monday
March 9
Poetry
Tuesday
10
Intro to Moodle
HW: Cut out 10
interesting works
and bring to next
class
16
17
Wednesday
11
Thursday
12
Friday
13
Intro to Poetry
Word Play
HW: 10 more
words
18
HW: Publish
poems from the
days’ class on
Moodle; post
comments about
two different
students’ work
20
19
Lyric Poetry
Word Play
Mini Workshops
Poetry Poker
23
ARMS Revision
HW: Publish
poems; 2
comment posts
24
25
Nature Poems
HW: Sonnet—
Enter into Moodle
and bring to class;
Complete vocab
poem
26
27
Lyric Poetry
Analysis
Villanelle
HW: Publish
poems; 2
comment posts
HW: Publish
poems; 2 comment
posts
HW: Type 3 of
poetry analysis
30
31
Vocab & Poetry
terms Quiz
Narrative Poetry
April 1
2
3
New Vocab
Mini Workshops
Need Student
Volunteers to help
out this day!!
13
HW: Publish
poems; 2
comment posts;
HW: Publish
find a song that
poems; 2
you feel makes a
comment posts;
good poem.
Bring digital
Provide CD/MP3
camera next time
and printed lyrics
-----Spring Break---No School----15
16
14
No School
Copy Cats
Poetry Analysis
DUE
Assign Final
Analysis
Poetry Reading!
HW: Complete
Poetry Analysis
HW: Finish Poetry
Portfolio
IMPORTANT:
Poetry Portfolio Due Monday, April 20.
Email to Mrs. C. 2-3 of your poems for the class anthology.
17
HOW TO READ A POEM
1. Read the poem out loud several times.
a. Do the words make you hear any sounds?
b. Which words rhyme? Do any words sound nice when you say them together? Does
the poem have an unusual shape or appearance?
2. Re-Read the poem as if you were reading a story.
a. Is anyone speaking in the poem?
b. To whom is he/she speaking?
c. Are there words you don’t understand? Look them up.
3. Look at the big picture.
a. Are there two different things being compared using like or as?
b. Is this a gentle, serious, or funny poem?
4. Read the poem again.
a. How does it make you feel?
b. Do you think this is how the poet wants you to feel? Why/Why not?
HINTS FOR WRITING HAIKU
1. If possible, go outside. Stare at the world. Look closely at things you don’t normally look
closely at. If you can’t go outside, spend a moment thinking about the outside. Let your
imagination become as specific as possible: if you imagine a field of grass, zoom in on a single
blade; see it, touch it, smell it.
2. Before writing a haiku, jot down specific words and phrases about the image you want to
capture.
3. Once you have thought about your image and written some phrases, try to get into a haiku
mindset. Find the words that are absolutely necessary, and get rid of all the others.
4. Get rid of all metaphors, similes, figurative language, and explanations to the reader of what
they should think or how they should feel while reading your poem. Make sure you are writing in
the present tense—the poem is happening now, not in the past and not in the future.
5. Be specific and be thoughtful. Don’t be clever—you don’t need to prove how smart you are in
haiku. If you are true to your observations, you will write well.
ARMS
This is a revision process to help bring out the best in your poetry
Add words and phrases to make your writing more descriptive: simile, metaphor, onomatopoeia,
adjectives, adverbs, hyperbole, alliteration, personification.
Remove words that are unnecessary, repetitive, or don't add to the story.
Move words around to make your story clearer, or grammatically correct.
Substitute boring, overused words with more exact, descriptive words.
Poetry Forms
English 10
Diamante
Lines 1 & 7: antonyms
Line 2: adjectives that describe line one
Line 3: participles that describe line 1
Line 4: first two nouns refer to line 1 and the next two nouns refer to line 7
Line 5: participles that describe line 7
Line 6: adjective that describe line 7
Line 7: antonym to line 1
Shakespearean (English) Sonnet
A fourteen-line poem with the following rhyme scheme: abab cdcd efef gg. The poem also uses iambic
pentameter. The last two lines represent a conclusion to the poem
Petrarchan (Italian) Sonnet
A fourteen-line poem with the following rhyme scheme: abba abba cdecde*. The last six lines present an
answer to the problem proposed in the first eight lines.
Villanelle
The form is made up of five tercets followed by a quatrain. The first and third lines of the opening tercet
are repeated alternately in the last lines of the succeeding stanzas; then in the final stanza, the refrain
serves as the poem's two concluding lines. Using capitals for the refrains and lowercase letters for the
rhymes, the form could be expressed as: A1 b A2 / a b A1 / a b A2 / a b A1 / a b A2 / a b A1 A2.
Ottava Rima
An eight-line stanza which has the following rhyme scheme: abababcc
Limerick
A 5 line stanza with the following rhyme scheme: aabba.
Lines 1, 2 and 5 have the same number of syllables.
Lines 3 & 4 have the same number of syllables but fewer than the other lines.
Cinquain
Line 1: 2 syllables
Line 2: 4 syllables
Line 3: 6 syllables
Line 4: 8 syllables
Line 5: 2 syllables
Sijo
3 lines of 14-16 syllables each, totaling 44-46 syllables
Poetry Terms
English 10
•
Rhyme: The similarity or likeness of ___________ existing between
two words
•
Position: ___________ rhyme or ___________ rhyme
•
Rhymed verse: Consists of verse with ___________
•
Blank verse: Consists of lines of ___________ without ___________
•
•
•
•
•
•
Free verse: Consists of lines that do not have ___________ and do
not have ___________.
Masculine Rhyme: When ___________ syllable of a word rhymes
with another word (bend/send, bright/light)
Feminine Rhyme: When ___________ syllables of a word rhyme with
another word (lawful/awful, lighting/fighting)
Triple Rhyme: When ___________ syllables of a word or line rhyme
(victorious/glorious, ascendancy/decadency)
Rhyme Scheme: The pattern and sequence in which the rhyme
occurs. The first sound is designated as “____,” the second sound is
designated as “____,” and so one. When the first sound is repeated,
it is designated an “____.”
Repetition: ___________ or ___________ are repeated for emphasis
and effect.
•
Alliteration: Repetition of ___________ sound
•
Stanza: Group of ___________ in a poem
•
Couplet: ___________ -line stanza; the two lines have same end
rhyme
•
•
•
•
•
•
•
•
•
•
Tercet: ___________ -line stanza; the three lines usually have same
end rhyme
Quatrain: ___________ -line stanza with any rhyme pattern or none
at all
Simile: A comparison using ___________ or ___________
Metaphor: A comparison that uses a ___________ to represent the
___________
Personification: Giving ___________ qualities to ___________
objects.
Assonance: Repetition of ___________ sounds
Onomatopoeia: When the word sounds like the ___________ it
___________
Lyric Poetry: Poetry that expresses the ___________ and
___________ of the ___________
Narrative Poetry: Poetry that ___________ a ___________
Dramatic Poetry: Poetry presented as a ___________ or
___________