What is a poem anyway? inhale exhale a poem is a life you must listen carefully hear the words the rhythm, the sounds it may speak to you or it may be silent, flat or stilted poets construct landscapes, narratives words like paint on a canvas intricate, abysmal meanings are contained within the structure of a poem emotions may be evoked but regardless of what poems may provoke-- they are often allusive and tricky to decipher stay awhile with a poem before you give up on it 3. modelling We then discussed how to approach a poem through simple steps: a. Reading the poem aloud several times. b. Observing the title and its significance. c. Circling the punctuation and considering its symbolism. d. Highlighting the verbs. e. Circling/ Highlighting the images. f. Identifying the poetic devices. We used Emily Dickinson's "They Shut me Up in Prose" to model simple poetic analysis. They Shut me Up in Prose – They shut me up in Prose – As when a little Girl They put me in the Closet – Because they liked me “still” – Still! Could themself have peeped – And seen my Brain – go round – They might as wise have lodged a Bird For Treason – in the Pound – Himself has but to will And easy as a Star Look down opon Captivity – And laugh – No more have I – | 1. poetry recitation guidelines As we will be reciting a poem from memory in a few classes, we reviewed the poetry recitation rubric. 2. active listening We then read and listened to a recitation of Lewis Carroll's much loved poem, "Jabberwocky." Jabberwocky ’Twas brillig, and the slithy toves Did gyre and gimble in the wabe: All mimsy were the borogoves, And the mome raths outgrabe. “Beware the Jabberwock, my son! The jaws that bite, the claws that catch! Beware the Jubjub bird, and shun The frumious Bandersnatch!” He took his vorpal sword in hand; Long time the manxome foe he sought-- So rested he by the Tumtum tree And stood awhile in thought. And, as in uffish thought he stood, The Jabberwock, with eyes of flame, Came whiffling through the tulgey wood, And burbled as it came! One, two! One, two! And through and through The vorpal blade went snicker-snack! He left it dead, and with its head He went galumphing back. “And hast thou slain the Jabberwock? Come to my arms, my beamish boy! O frabjous day! Callooh! Callay!” He chortled in his joy. ’Twas brillig, and the slithy toves Did gyre and gimble in the wabe: All mimsy were the borogoves, And the mome raths outgrabe. 4. poetic analysis Students then worked through a poetic analysis of their selected poem on their google doc. As their exit card, they were asked to compose a metaphor of their own to capture a feeling/idea of their day. Here are some of the metaphors students created... "mind full of gray clouds" "my day is a sunny butterfly" "I am a filled square on my calendar" "my day is oily" "my thoughts are a dark, blue ocean" "time is a thief" "chaos is a friend of mine" "I am a map" "the snow feels to me a warm, white blanket" "my day is a smiling rainbow" "my sadness is a thousand raindrops" "my day is an egg with nothing because I don't know what I am gonna do today" "happiness is candy" "silence is murder" "tears of nothingness" "pain is a book with a sad ending" "anger is a wasp" "cliff of despair" "trees with hands" "life is a plant growing that needs to be nurtured" "life is a feather" |
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As we discussed in our previous class together, you will be working on your interpretation of poems that you select from poetryfoundation.org.
TASK: 1. Make a copy of the document that was shared with you called "6__. NAME. Poems that Speak to Me". 2. Name the document, share it with your teacher and file in in your LA T3 creating a sub folder called Poetry. 3. Follow the instructions and the examples we did in class and try to complete an analysis of 5 poems expanding your thinking addressing how? and why? Refer to SPECIFIC POETIC DEVICES and HYPERLINK the poet biography and poem. 4. Select one of the poems that you like best to memorize over Spring break. Good luck!
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