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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