POETRY UNIT

1 What is Poetry?

On your whiteboard write out what you think poetry is. It doesnt have to be a complete sentence. It can be anything you want. When you have a response find someone else who is done and see if you can add on to your definition of poetry. As the class shares add words to your whiteboard.

1 What is Poetry?

Poetry is a very concentrated form, and therefore the explosiveness of each word becomes much greater. Margaret Atwood Write an acrostic poem about what poetry is to you (you can use any word you want)
Putting words On paper to Express in part Thoughts from me Right to Your heart

(Ron Tanner published on http://www.rontranmer.com/)

1 - Literary Terms Find

Each of you has been given a piece of paper. Your paper has either a term or a definition Your task is to walk around and find the person who matches your term. When you find the other person create an example for your term.

2 Literary Device Search

Task
Put your copy of To Autumn by John Keats in the sheet protector. Take a dry erase pen and identify as many literary devices as you can. Switch boards with someone using a different colour and repeat the task.

Challenge
Can you rewrite the poem without any literary devices? Does it still sound like a poem?

Class discussion on the importance of literary devices to follow.

3 How to Read Poetry

Refer to handout

3 Reading Poetry To Autumn by John Keats (17951821)

3 Reading Poetry To Autumn by John Keats

What do you already know about the poem from looking for literary devices in it? Now lets go line by line and really get into it.
If

we dont finish during class, please finish for homework and track your notes as you read just as we are going to do in class.

3 Reading Poetry To Autumn by John Keats

Stanza One:
Lots

of sibilant sounds (use of s) as well assonance (o-sounds). The mouth must work to properly pronounce everything just like the earth had to work to produce the bounty of autumn. The author creates a tone of celebrating the abundance of the earth. Only the bees are aware that things will change. The stanza shows a progression from early autumn to mid-autumn.

3 Reading Poetry To Autumn by John Keats

Stanza Two:
Autumn

is personified as a farmer and the harvest has begun. Lots of imagery (which uses all the senses) f and w sounds create a softer sound to go with the gentle and drowsy imagery.

3 Reading Poetry To Autumn by John Keats

Stanza Three:
The

imagery is broken by a question to the reader? The narrator tells the reader that although spring and summer are considered beautiful autumn is also beautiful. The mood becomes melancholy (soft-dying and a mourning period). The animals no longer have emotions. It is getting late and the early signs of decay are everywhere. The poem ends just before winter, during harvest time.

3 Reading Poetry To Autumn by John Keats

Literary Device:
Extended metaphor (allegory) Imagery

Theme:

Acceptance/appreciation of lifes course

Form:
Ode a three part poem that either praises or is dedicated to something of specific personal value to the narrator. Lyrical expresses personal emotions and feelings and has a set rhyme scheme and meter. Used to be performed to music.

3 Reading Poetry To Autumn by John Keats

Other AMAZING poems by Keats:

Ode to a Grecian Urn Bright Star On Seeing the Elgin Marbles

The movie Bright Star is about John Keatss short life. Other Romantic Period Poets:
William Wordsworth The Prelude Samuel Taylor Coleridge Rime of the Ancient Mariner George Gordon, Lord Byron Don Juan Percy Bysshe Shelley "Mont Blanc" "Ode to the West Wind" "Ozymandias"

4 Allegory or Extended Metaphor

The deeper meaning that presents itself after you read between the lines. A comparison that extends throughout an entire piece.
Technically these terms are two different things but their definitions are so closely entwined that for the purposes of high school English we will consider them as one in the same.

Not the case for honours students.

4 Extended Metaphor What is the extended metaphor in To

Autumn?

n-Class Write
A academic writing
Write

Option

a formal paragraph on the extended metaphor in To Autumn by John Keats.

Option

B creative writing
a poem or story that is an extended metaphor.

Create

5 Choral Reading

Refer to handout The Task

Groups of three Plan, practice, and record a dynamic reading of To Autumn Hand-In

Recording (onto this laptop) Brief and informal reflection on importance of reading poetry out loud. Peer evaluation of one another stating your group members name and whether or not they helped, hindered, or were neutral.

6 Voice, Tone, and Mood

Refer to handout Poetic Form Elegy

Write

everything you know about elegies on your whiteboard. An elegy is a serious poem that laments the loss of someone (or thing). What type of voice, tone, and mood do you think an elegy will have?

6 Voice, Tone, and Mood To an Athlete Dying Young

A. E. Housman

6 Voice, Tone, and Mood To an Athlete Dying Young by A. E. Housman

(1859-1936)

As we read make sure to annotate the margins with insightful details and translations. The class focus will be on the use of words to create a specific mood for the reader.

6 Voice, Tone, and Mood To an Athlete Dying Young

Stanza by stanza breakdown.

In

groups of three divide the poem and break down each stanza. Use your whiteboards Afterwards come together and create an overview of the poem and the message it portrays.

6 To an Athlete Dying Young

Theme

7 Limericks

A limerick is a short funny and light hearted poem. The rules:

5 lines Anapastic meter (ta-ta-TUM) AABBA (which helps create a playful mood)

The limerick packs laughs anatomical Into space that is quite economical. But the good ones I've seen So seldom are clean And the clean ones so seldom are comical

7 How is the tone and mood different between the elegy and the limerick?
To an Athlete Dying Young Limericks

7 Voice, Tone, and Mood

In-Class Write

Option A formal writing

Write a formal paragraph on how voice, tone, and mood help to portray the theme of a poem. Write an elegy or two limericks

Option B creative writing

The Catch!
You must do the opposite option from last time. If you did a formal writing last in-class write you must do creative now. If you did a create write last in-class write you must do formal now.

8 Diction and Connotation

Refer to handout Diction

Word

choices Word enunciation

Connotation
an

idea or feeling which a word invokes for a person in addition to its literal or primary meaning. Small can be cozy or claustrophobic On your whiteboard create your own word trio.

9 MINI-LESSON Selective Word Choices

Simplify the following poem:

Glory be to God for dappled things
For skies of couple-colour as a brinded cow; For rose-moles all in stipple upon trout swim;

Pied Beauty by Gerlad Manley

Hopkins __________________________________________________________ ______

Expand the following poem:

This city in the morning Is quite and bare All the buildings Shine in the clean air.

9 MINI-LESSON Selective Word Choices

In-Class Informal Write

Write

a short poem on your whiteboard and at the end of five minutes put your board on the projector cart and pick up someone elses board.
the poem you have and now carefully select words to expand the poem. Feel free to use your phones as dictionaries and thesauruses. After five minutes we will switch. the poem you have in front of you with the

Take

Share

class.

10 Punctuation

Refer to handout

10
Vancouver Lights by Earle Birney (19041995)

Vancouver Lights was written in 1941.

10 Reading Poetry
Vancouver Lights by Earle Birney (19041995)

1) Read as a class and try to get lost in the poem. 2) Read for meaning go through each line/stanza and try to figure out what Birney is trying to say. Put your notes on the side. 3) Read by yourself and identify as many poetic devices as you can. 4) Come up with a brief set of notes that speak to the poem as a whole.
What political/social events may be influencing the author? World War II Existentialism

10 Punctuation Vancouver Lights by Earle Birney

Earle Birney intentionally left out punctuation in this poem. However, this makes it difficult to read and understand.

Using your knowledge of punctuation go through the poem and add punctuation to improve understanding and increase effect.
After the whole poem is punctuated. Pick two of the punctuations you choose and explain why.

11 Familiarizing Yourself with the Rubric

Please take notes on the poetry rubric so that you understand what each point means. Your Task
1)

Find any poem you like form www.teenink.org 2)When you find a poem read through it and annotate it just like we did with the class poems. 3) Mark the poem you found using the rubric. 4) Edit and change the poem you found so that it would receive a 16/16 with our rubric.

12 Poetry Explication Project

Timeline:
Day

1 = introduction, example, and practice poem Day 2 = review of practice and start of working with your Teen Ink poem Day 3 = planning and rough draft Day 4 = rough draft, self-marked, and typed Day 5 = peer edited and re-typed

17 MINI-LESSON Using Literary Devices

On your whiteboards write Example of onomatopoeia Example of alliteration about playing a game Metaphor and allusion about winning Alliteration and hyperbole about joy in iambic pentameter As many poetic devices as you can in free verse about a sense of accomplishment Can you turn your literary devices into a cohesive poem?

18 MINI-LESSON Dichotomy Poetry Booklet Project

What is dichotomy?
Examples
Write

a six word poem about the dichotomy of your choosing.

What is a false dichotomy?

Examples

Write

a six word poem about the dichotomy of your choosing.

Dichotomy Project Timeline

Day One overview of project

Homework

= select false dichotomy and format

Day Two poem writing

Must

get me to sign off on first poem before moving on to the second and third.

Day Three poem writing Day Four poem writing and paragraph writing. Day Five good copy