Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
Literature & Composition POETRY PACKET Q3 NAME_________________________ 1 Literature & Composition Poetry Name________________________ What is Poetry, and why is it so darn scary? As we begin our poetry mini-unit, I want you to remain open-minded about the beauty and complexity found in poetry. Many students are intimidated by poetry, and yet simple poetry— rhymes and limericks—were often our most favorite pieces of literature as children. I challenge you to approach the poetry we read with the same wonder and enthusiasm you did the rhymes and verses you found in Shel Silverstein as a child. Read the following poem by poet Billy Collins and answer the following questions in your assigned group on a separate sheet of paper. Introduction to Poetry I ask them to take a poem and hold it up to the light like a color slide or press an ear against its hive. I say drop a mouse into a poem and watch him probe his way out, or walk inside the poem’s room and feel the walls for a light switch. I want them to waterski across the surface of a poem waving at the author’s name on shore. But all they want to do is tie the poem to a chair with rope and torture a confession out of it. They begin beating it with a hose to find out what it really means. Questions 1. Who is the speaker of the poem? Describe him or her using clues from the poem. 2. To whom is the speaker referring when he/she speaks of “them?” Why do you think this? 3. What do you think the speaker means when he/she states that they only want to “torture a confession out” of a poem? 4. How does the speaker want us to approach poetry? Is this a valid approach? Why? 2 Literature & Composition Name: Poetry: A brief introduction “Poetry is nearer to vital truth than history.” ~Plato Figures of Speech Devices of Sound Figures of Speech Simile Definition: Example: Example from a song: Metaphor Definition: Example: Example from a song: 3 Personification Definition: Example: Example from a song: Hyperbole [high-per-bowl-lee] Definition: Example: Example from a song: Imagery Definition: Example: Example from a song: Symbolism Definition: Example: Example from a song: 4 Irony Definition: Example: Example from a song: Devices of Sound Onomatopoeia Definition: Example: Assonance Definition: Example: Consonance Definition: Example: Alliteration Definition: Example: 5 Rhyme Definition: Example: Iambic Pentameter -The most common verse line in English poetry. -It consists of __________________verse feet. -A foot is an ________________________________________________ is followed by a _____________________________________________ -_______________________________________________________plays are written almost exclusively in iambic pentameter. -Sonnets are often written in iambic pentameter. SCAN THESE LINES! Shall I compare thee to a summer’s day? 6 LOVE IS AN ARROW Aberfeldy Love is a thing that I can't describe It sounds so foolish if I even try Love is an arrow and it points at you It tells you what you gotta do Love is a verb and a noun as well You find it in a dictionary under 'L' To give you a description to spell it out But they don't say what it's all about Love is a fire that you can't control It burns in the middle and it leaves a hole You can fill it up and you don't know when It's gonna start to burn again Love is a good way to lose a friend It's a two-faced liar that you can't defend Love is a virus that invades your heart It starts to take it all apart Love is a shape that you can't define With an odd set of angles and uneven sides your head's that paper and your hearts the pen Gonna do this sum again Gonna do this sum again Gonna do this sum again Do this sum again Love is a verb and a noun as well You find it in the dictionary under 'L' Love is an arrow and it points at me It tells me how it's gonna be It tells me how it's gonna be It tells me how it's gonna be It tells me how it's gonna be 7 "Cannonball" DAMIEN RICE Still a little bit of your taste in my mouth Still a little bit of you laced with my doubt Still a little hard to say what's going on Still Still You Still a little bit of your ghost your witness a little BIT of your face I haven't kissed step a little closer EACH DAY I can't SAY what's going on Stones taught me to fly Love taught me to lie Life taught me to die So it's not hard to fall When you float like a cannonball Still a little bit of your song in my ear Still a little bit of your words I long to hear You step a little closer TO ME So close that I can't see what's going on Stones taught me to fly Love taught me to lie Life taught me to die So it's not hard to fall When you float like a cannon Stones taught me to fly Love taught me to cry So come on courage! Teach me to be shy 'Cause it's not hard to fall And I don't WANNA scare her It's not hard to fall And I don't wanna lose It's not hard to grow When you know that you just don't know 8 Daughters JOHN MAYER I know a girl She puts the color inside of my world but she's just like a maze Where all of the walls all continually change And I've done all I can To stand on her steps with my heart in my hand Now I'm starting to see Maybe it’s got nothing to do with me Fathers, be good to your daughters Daughters will love like you do Girls become lovers who turn into mothers So mothers, be good to your daughters too Ooh, you see that skin? It's the same she's been standing in Since the day she saw him walking away Now shes left cleaning up the mess he made So fathers, be good to your daughters Daughters will love like you do Girls become lovers who turn into mothers So mothers, be good to your daughters too Boys, you can break You find out how much they can take Boys will be strong And boys soldier on But boys would be gone without warmth from A woman's good, good heart On behalf of every man looking out for every girl You are the god and the weight of her world So fathers, be good to your daughters Daughters will love like you do Girls become lovers who turn into mothers So mothers be good to your daughters, too So mothers be good to your daughters, too So mothers be good to your daughters, too. 9 Across the Universe Beatles Words are flowing out like endless rain into a paper cup, They slither while they pass, they slip away across the universe Pools of sorrow, waves of joy are drifting through my open mind, Possessing and caressing me. Jai guru deva om Nothing's gonna change my world, Nothing's gonna change my world. Images of broken light which dance before me like a million eyes, That call me on and on across the universe, Thoughts meander like a restless wind inside a letter box they Tumble blindly as they make their way Across the universe Jai guru deva om Nothing's gonna change my world, Nothing's gonna change my world. Sounds of laughter shades of earth are ringing Through my open views inviting and inciting me Limitless undying love which shines around me like a Million suns, it calls me on and on Across the universe Jai guru deva om Nothing's gonna change my world, Nothing's gonna change my world. 10 I Am a Rock Simon and Garfunkel A winter's day In a deep and dark December I am alone Gazing from my window To the streets below On a freshly fallen silent shroud of snow I am a rock I am an island I've built walls A fortress deep and mighty That none may penetrate I have no need for friendship Friendship causes pain It's laughter and it's loving I disdain. I am a rock I am an island Don't talk of love Well, I've heard the word before It's sleeping in my memory I won't disturb the slumber Of feelings that have died If I'd never loved, I never would have cried I am a rock I am an island I have my books And my poetry to protect me I am shielded in my armor Hiding in my room Safe within my womb I touch no-one and no-one touches me I am a rock I am an island And the rock feels no pain And an island never cry 11 Autowreck By Mr. Karl Shapiro Its quick soft silver bell beating, beating. And down the dark one ruby flare Pulsing out red light like an artery, The ambulance at top speed floating down Past beacons and illuminated clocks Wings in a heavy curve, dips down, And breaks speed, entering the crowd. The doors leap open, emptying light; Stretchers are laid out, the mangled lifted And stowed into the little hospital. Then the bell, breaking the hush, tolls once, Rocking, slightly rocking, moves away, As the doors, and afterthought, are closed. We are deranged, walking among the cops Who sweep glass and are large and composed. One still making notes under the light. One with a bucket spills ponds of blood Into the street and gutter. One hangs lanterns on the wrecks that cling, Empty husks of locusts, to iron poles. Our throats were tight as tourniquets, Our feet were bound with splints, but now, Like convalescents intimate and gauche, We speak through sickly smiles and warn With the stubborn saw of common sense, The grim joke and the banal resolution. The traffic moves around with care, But we remain, touching a wound That opens to our richest horror. Already old, the questions Who shall die? Becomes unspoken Who is innocent? For death in war is done by hands; Suicide has cause and stillbirth, logic; And cancer, simple as a flower, blooms. But this invites the occult mind, Cancels out physics with a sneer, And spatters all we knew of denouement Across the expedient and wicked stones. 12 Man Dies as Vehicle Strikes Pole in Seattle A 31-year-old man was killed yesterday when the car he was driving went out of control and struck a light pole just east of Seattle. Joe Jones was traveling south on Copley Road about one mile south of Southeast 250th Place when the accident occurred. State patrol officials said Jones had no permanent address. _____________________________________________________________________________________________________ How are the poem and the article similar? In what ways do they differ in their treatment of the same event? What is the purpose of the first writer of “Autowreck”? What is the purpose of the second writer? Which of these is “open text” (open to multiple interpretations) and which is closed (shows concrete facts and single interpretation)? 13 For my Sister Molly Who in the Fifties Alice Walker Once made a fairy rooster from Mashed potatoes Whose eyes I forget But green onions were his tail And his two legs were carrot sticks A tomato slice his crown. Who came home on vacation When the sun was hot And cooked And cleaned And minded least of all The children's questions A million or more Pouring in on her Who had been to school And knew (and told us too) that certain Words were no longer good And taught me not to say us for we No matter what "Sonny sayd" up the road. For my sister Molly who in the fifties Knew Hamlet well and read into the night And coached me in my songs of Africa A continent I never knew But learned to love Because "they" said she could carry A tune And spoke in accents never heard in Eatonton. Who read from Prose and Poetry And loved to read "Sam McGee from Tennessee" On nights the fire was burning low And Christmas wrapped in angel hair And I for one prayed for snow. Who in the fifties Knew all the written things that made Us laugh and stories by The hour. Waking up the story buds Like fruit. Who walked among the flowers 14 And brought them inside the house And smelled as good as they And looked as bring. Who made dresses, braided Hair. Moved chairs about Hung things from walls Ordered baths Frowned upon wasp bites And seemed to know the endings Of all the tales I had forgot. Poem of Dedication or Tribute You will write a poem that shows what you value, respect, and admire about another person or character. Below are suggested guidelines for how to arrange that poem. Person’s name:_________________________________________ First brainstorm their unique qualities, then turn them into similes and metaphors to add spice. Brainstorm 1: Physical description: what about this person’s hair, dress, posture, movements, etc. help us to understand this person’s character? Examples: who gets her hair braided like an African queen a wearisome farmer, eyes bloodshot and hands rough like sandpaper Brainstorm 2: Behaviors/habits, specific interests Examples: who knew Tom Sawyer, Scout, and Juliet in her childhood who does math homework as easily as folding socks Brainstorm 3: Voice/ Sounds/ Things s/he says: Examples: whose voice is like a squeaky bird who laughs like the letter K who tells me, “You are my flower.” 15 Poem of Dedication or Tribute Below are five categories about characters. Each category has space for two details about your character. Try to write at least one detail for each category. Your poem must: 1. Appeal to the senses (sight, sound, touch, smell, taste). 2. Use examples, names, specifics, 1 metaphor, 1 simile, 1 personification, and 1 hyperbole. Physical Description (Hair, dress, posture, movement, general appearance Examples: whose hair is made of fur who gets her hair braided like an African queen a wearisome farmer/with heartbreaking/Nails Detailed examples for your character: 1. Who wears _________________________________________ 2. _________________________________________________ What He or She Says Examples: who tells me in Spanish you are my diamond who says, “Go to school/and you’ll be a doctor someday!” who tells me you are a flower Your character: 1. Who says, _________________________________________ 2. _________________________________________________ 16 Voice/Sounds Examples: whose voice is squeaky like a bird who used to laugh like the letter k who snores up and down and up and down again Your character: 1. _________________________________________________ 2. _________________________________________________ Behavior/Habits/Specific Interests Examples: who knew Hamlet well and read into the night who ordered baths/Frowned on wasp bites who does division homework for me Your character: 1. _________________________________________________ 2. _________________________________________________ 17 Literature & Composition Poet_____________________________________ Beginning Poetic Devices of Sense Poetic Devices of Sound Word Choice Continuity and Form Tribute Poem Block_________ Developing Accomplished Exceptional Poet does not use any figures of speech. Poet uses one or two of the devices. Poet effectively uses metaphor, simile, personification, imagery and hyperbole. Poet effectively uses all devices of sense. Poet does not use any devices of sound. Poet uses one or two devices of sound. Poet effectively and artistically uses some devices of sound. Poet uses devices of sound to aid the meaning and overall effect of the poem. Poet does not consider the words and images used in the poem. Poet selects some words that appropriately capture the person described. Poet uses carefully selected, descriptive words, which help to paint a picture of the person for the reader. Word choice is cohesive, original, and descriptive. No poetic form used: paragraphs and sentences. The poem is just the lines presented on the attached worksheet. The poem has clear stanzas. The poet uses phrases that help to capture the essence of the person AND help to contribute to the sound of the poem. The form helps to create the meaning and overall effect of the poem. Stanzas and repetition add rhythm and cohesiveness. _______/50 Comments: 18 Literature & Composition Sonnets The sonnet is a very structured poem form. Even though some poets might shy away from a very distinct structure, the sonnet’s formulaic line structure encourages witty and romantic verse. Poets primarily used two types of sonnets at this time: Petrarchan and Elizabethan. Today we will study the Elizabethan sonnet. Take Advanced Literary Analysis to explore sonnets in more depth! William Shakespeare’s “Shall I Compare Thee to a Summer’s Day?” Written in ________________________________ Published in______________________________ One of his most famous sonnets. (You discover why.) Elizabethan Sonnet: Also known as: 14 line iambic pentameter poem 14 lines =_______________quatrains, ending in a couplet Quatrain: Couplet: Rhyme Pattern: Iambic Pentameter: ABAB CDCD EFEF GG 19 Shall I Compare Thee to a Summer’s Day? William Shakespeare Shall I compare thee to a summer’s day? Thou art more lovely and more temperate. Rough winds do shake the darling buds of May. And summer’s lease hath all too short a date. Sometime too hot the eye of heaven shines, And often is his gold complexion dimmed; And every fair from fair sometimes declines, By chance, or nature’s changing course, untrimmed*; But thy eternal summer shall not fade, Nor lose possession of that fair thou ow’st*, Nor shall Death brag thou wand’rest in his shade. When in eternal lines to time thou grow’st: So long as men can breathe or eyes can see. So long lives this, and this gives life to thee. __________________________________________________________________________________________ untrimmed*=without trimmings/decorations ow’st*=own In William Shakespeare’s day, any gentleman was expected to be able to produce a sonnet in praise of someone he loved. Very few sonnets seem to be written by the women of those times. To write a sonnet was a challenge, a kind of game. The writer wanted to see how well he could express his feelings while following certain rules. He also wanted to see how close to natural speech his formal poem could sound. In a Shakespearean sonnet, each quatrain usually makes a point or presents an example. The couplet at the end usually sums up the message of the sonnet. 20 “Shall I Compare Thee to a Summer’s Day?” 1. What two things are being compared in this poem? 2. What are the negative qualities of summer? 3. How does the speaker feel about his subject? How can you tell? (Look carefully at the lines you mentioned in your response to question #2.) 4. Why does he say “thy eternal summer” and that Death will never take away her beauty? 5. Explain the last two lines (the rhyming couplet). Particularly, what is “this” in line 14? How does it give life to “thee?” 6. Scan enough of the poem to determine its foot and line measurement (how many of each foot?). 7. Label the rhyming pattern on the sonnet—A, B, C, etc. List the pattern below. 21 Literature & Composition Poetry Introduction Name_______________________ Radio Poetry After empowering you by providing you with the tools necessary to analyze poems, I want you to use these tools in the most readily accessible poetic medium available to you: music. Your assignment is Find a meaningful song that contains many of the poetic devices. Remember songs must be school appropriate. You should be comfortable presenting your song analysis to your principal. Find the lyrics to your song on the internet or type them out. Identify the different elements on the printed lyrics sheet. Be ready to present your song to a group of your classmates. Extra bonus points if you bring the song on a CD to play for the class the day you present. REMEMBER your song must be appropriate. PG language and themes please. Literature & Composition Poetry Introduction Name_______________________ Radio Poetry Grading Guide Song Appropriate ________/2 Devices of Sound Identified Correctly ________/5 Devices of Sense Identified Correctly ________/13 ***********(At least FOUR are present in the song.) _________/20 22 Sonnet Challenge Activity Literature & Composition Directions: In groups—write your own Elizabethan Sonnet. You may use your notes. Be sure to stick with the main idea of school/ Literature & Composition class throughout the entire poem. Include comparisons and contrasts to school/class. Be sure to use poetic devices such as: metaphors, similes and personification. Structure: You will have 3 quatrains and end with a couplet. *Begin with the first 2 lines--Rhyme Scheme We are/ students/ we love/ to go/ to school A ____ Lit/ and Comp/ kids al.../ways work/ real hard 2 B -Continue to talk about your idea—use devices 3 A -Continue to talk about your idea-use devices 4 B Line # 1 -Talk about another aspect of your idea-use devices 5 C -Continue to talk about this aspect-use devices 6 D -Continue to talk about this aspect-use devices 7 C -Continue to talk about this aspect-use devices 8 D -Talk about a third aspect of your idea-use devices 9 E -Continue to talk about this aspect-use devices 10 F -Continue to talk about this aspect-use devices 11 E -Continue to talk about this aspect-use devices 12 F -Sums up the main idea/ presents a solution G -Sums up the main idea/ presents a solution G 23 13 14 Got Rhythm? Get the Beat: syllable U=unstressed syllable and /=stressed - The sonnet’s rhyme should be: U/U/U/U/U/ - Mark your lines—you need 10 syllables in each line -The first syllable is UNSTRESSED - The second syllable is STRESSED Got Rhyme? Notice that line 3 RHYMES with line 1. Line 4 RHYMES with line 2. Line 7 RHYMES with line 5 and so on. Finally, be sure Lines 13 & 14 RHYME. Sonnet Title (No “Sonnet”)_____________________________________________ 1. 2. 3. 4. 5. 6. 7. 8. 9. 24 10. 11. 12. 13. 14. Literature & Composition Group Members______________________________________________________________ Block_______ Beginning Developing Accomplished Exceptional The lines of the poem do not work together. The sonnet does not make sense. The sonnet has one focused topic, but the topic is not developed. The sonnet uses each quatrain to develop a central idea and theme. The couplet solves or summarizes the conflict in the sonnet. All parts of the sonnet are used to create a clear and original message The sonnet is not written in iambic pentameter. Fourteen lines are not present. No rhyme scheme present. The sonnet is written in iambic pentameter but does not follow the proper rhyme scheme. All elements are artistically used. No poetic devices are present. The sonnet uses one or two poetic devices. The sonnet is written in iambic pentameter, uses the proper quatrain and couplet structure, and conforms to the rhyme scheme. Figurative language is appropriately used throughout the sonnet. The sonnet is mechanical and disconnected. One idea controls the entire poem, but phrasing is colloquial. Phrases and wording show thought, depth, and originality. Word choice is expertly thought through. The topic is dealt with in a new and inventive way. Cohesion Conventions Poetic Devices/ Figurative Language Originality Original Sonnet The sonnet is enhanced by the use of figurative language. ________/50 COMMENTS: 25