In our poetry unit we we will be...
1. Looking at the meaning and purpose of poetry
2. Identifying and examining the elements / devices of poetry
3. Analyzing modern songs for use of poetic devices
4. Reading and learning to analyze classic poems
5. Practicing oral presentation of poetry to work on emphasis, fluency, intonation etc...
1. Looking at the meaning and purpose of poetry
2. Identifying and examining the elements / devices of poetry
3. Analyzing modern songs for use of poetic devices
4. Reading and learning to analyze classic poems
5. Practicing oral presentation of poetry to work on emphasis, fluency, intonation etc...
Introductory Exercises...
1. What poems or poets have you already read?
Try this quiz: http://www.theguardian.com/education/quiz/2009/oct/08/national-poetry-day-schools
2. a) Poetry is...what adjectives come to mind about poetry.
b) What are the reasons to like or dislike poetry (use chart)?
3. What poetic devices have you studied?
Try this poetry quiz: http://volweb.utk.edu/school/bedford/harrisms/popquiz.htm AND http://www.allthetests.com/quiz18/quiz/1141705638/Poetry-terminology AND http://www.bbc.co.uk/bitesize/ks2/english/reading/poetry/quiz/q93598472/ AND http://www.rudolphacademy.com/wp-content/uploads/2013/01/poetrytermsquiz1.swf http://home.pacific.net.au/~greg.hub/devices.html
4. Which poet are you like?
Try this poetry quiz: http://www.youthink.com/quiz.cfm?action=go_detail&sub_action=take&obj_id=458
http://www.youthink.com/quiz.cfm?obj_id=93804
1. What poems or poets have you already read?
Try this quiz: http://www.theguardian.com/education/quiz/2009/oct/08/national-poetry-day-schools
2. a) Poetry is...what adjectives come to mind about poetry.
b) What are the reasons to like or dislike poetry (use chart)?
3. What poetic devices have you studied?
Try this poetry quiz: http://volweb.utk.edu/school/bedford/harrisms/popquiz.htm AND http://www.allthetests.com/quiz18/quiz/1141705638/Poetry-terminology AND http://www.bbc.co.uk/bitesize/ks2/english/reading/poetry/quiz/q93598472/ AND http://www.rudolphacademy.com/wp-content/uploads/2013/01/poetrytermsquiz1.swf http://home.pacific.net.au/~greg.hub/devices.html
4. Which poet are you like?
Try this poetry quiz: http://www.youthink.com/quiz.cfm?action=go_detail&sub_action=take&obj_id=458
http://www.youthink.com/quiz.cfm?obj_id=93804
At the beginning of the unit we (grade 10's) said...
Poetry is....
Meaningful Poetic Annoying Thought - provoking Lovely Useless Sensual Beautiful Difficult Creative Deep Awful Romantic Delightful Lovely Dumb Cool ** 6 positive responses ** 6 negative responses ** 3 neutral |
my worst nightmare
so loveable the best thing in the world amazing words that do not make sense the most dull thing ever the most disgusting thing in the world my style needing further creativity and intellect an expression of feelings nice sounding very boring of no use in my life the worst thing in the world too cool to poo? my best friend |
At the end of the unit we (grade 10's) said ...
Poetry is...
anything from your interpretation wise words from wise mouths a confusing piece of work a mysterious piece of the puzzle a way to express your feelings in a deeper way (x4) creativity made into writing deep and between the lines full of love full of surprises a sudden thought that leads you to your own piece of work as deep as the sea floor a story behind it, it gives deep meaning and leads us in life like lovers they can't express enough |
Themes, topics and types we like...
rhythmic humorous comical love deep serious educational funny real life difficult to crack sarcastic romantic clever witty ingenious meaningful sad harmful full of passion unattainable meaning optimistic happy angry sorrowful |
Reasons to Like
Can be made into a song Helps you remember an event Makes people consider situations Describes / expresses how you feel Teaches you life lessons Can make you more wise Sounds really nice |
Reasons to Dislike
Not needed in life It is too high level Difficult to understand Might bring sad feelings The different types have different rules and structures to follow Too deep (emotional) Doesn't always make sense |
POETRY ANALYSIS : Your shorter form write-ups should look like this:
The author is John Donne and he is speaking to all mankind, young or old.
The poem’s purpose is to inform and push us to think.
The tone/ attitude of the author is self- assured and straightforward and the mood is somewhat grave (serious).
The meaning of the poem is that no one person can be independent because our society needs to work together; the prominent theme is connectivity.
The line “every man is a piece of the continent” tells us that we all fit together like a puzzle and we are all one.
There is one part of descriptive language where the bell tolls shows imagery.
Figurative language is not used in this poem because I think that would go against the author’s purpose to inform.
As for structure, the poem uses a combination of short and long sentences to separate and help us focus on key ideas.
The author is John Donne and he is speaking to all mankind, young or old.
The poem’s purpose is to inform and push us to think.
The tone/ attitude of the author is self- assured and straightforward and the mood is somewhat grave (serious).
The meaning of the poem is that no one person can be independent because our society needs to work together; the prominent theme is connectivity.
The line “every man is a piece of the continent” tells us that we all fit together like a puzzle and we are all one.
There is one part of descriptive language where the bell tolls shows imagery.
Figurative language is not used in this poem because I think that would go against the author’s purpose to inform.
As for structure, the poem uses a combination of short and long sentences to separate and help us focus on key ideas.
Poetry Vocabulary
Alliteration - The repetition of initial consonant sounds in neighboring words.
Allusion - An implied reference which an author does not need to explain
Assonance - The repetition of similar vowel sounds in a line of writing
Connotation - The associations called up by a word that goes beyond its dictionary meaning.
Consonance - The repetition of similar consonant sounds, especially at the ends of words, as in lost and past
Denotation - The dictionary meaning of a word.
Epic - A long, serious poem that tells the story of a heroic figure
Figurative Language - Non-literal use of language; includes simile, metaphor, personification, hyperbole, idioms
Free Verse - Poetry with no regular patterns of rhyme, rhythm or line length
Hyperbole - An exaggeration or overstatement (e.g., I was so embarrassed I could have died.).
Imagery - A word or group of words in a literary work which appeal to one or more of the senses: sight, taste, touch, hearing and smell; figurative language
Meter - The repetition of stressed and unstressed syllables in a line of poetry.
Onomatopoeia - words that mimic the sounds they denote such as "hiss" or "meow”.
Oxymoron - a statement or saying that contradicts itself such as "cruel kindness"
Paradox - a statement that seems contradictory or absurd but also has truth in it - "you can save money by spending it"
Personification - An object or abstract idea given human qualities or human form
Refrain - A line or group of lines that is repeated throughout a poem, usually after every stanza.
Rhyme - Identical or very similar recurring final sounds in words usually at the end of lines of a poem.
Rhythm - The pattern or beat of a poem.
Simile - A comparison of two unlike things in which a word of comparison (like or as) is used
Sonnet - A lyric poem of fourteen lines whose rhyme scheme is fixed.
Stanza - A group of lines of poetry is called a stanza. A stanza is like a paragraph in prose.
Symbolism - Words that carry a greater meaning than themselves.
Types of Poems - Lyric (a speaker who expresses strong thoughts and feelings), narrative (tells a story), descriptive (paints a picture of one's surroundings).
Alliteration - The repetition of initial consonant sounds in neighboring words.
Allusion - An implied reference which an author does not need to explain
Assonance - The repetition of similar vowel sounds in a line of writing
Connotation - The associations called up by a word that goes beyond its dictionary meaning.
Consonance - The repetition of similar consonant sounds, especially at the ends of words, as in lost and past
Denotation - The dictionary meaning of a word.
Epic - A long, serious poem that tells the story of a heroic figure
Figurative Language - Non-literal use of language; includes simile, metaphor, personification, hyperbole, idioms
Free Verse - Poetry with no regular patterns of rhyme, rhythm or line length
Hyperbole - An exaggeration or overstatement (e.g., I was so embarrassed I could have died.).
Imagery - A word or group of words in a literary work which appeal to one or more of the senses: sight, taste, touch, hearing and smell; figurative language
Meter - The repetition of stressed and unstressed syllables in a line of poetry.
Onomatopoeia - words that mimic the sounds they denote such as "hiss" or "meow”.
Oxymoron - a statement or saying that contradicts itself such as "cruel kindness"
Paradox - a statement that seems contradictory or absurd but also has truth in it - "you can save money by spending it"
Personification - An object or abstract idea given human qualities or human form
Refrain - A line or group of lines that is repeated throughout a poem, usually after every stanza.
Rhyme - Identical or very similar recurring final sounds in words usually at the end of lines of a poem.
Rhythm - The pattern or beat of a poem.
Simile - A comparison of two unlike things in which a word of comparison (like or as) is used
Sonnet - A lyric poem of fourteen lines whose rhyme scheme is fixed.
Stanza - A group of lines of poetry is called a stanza. A stanza is like a paragraph in prose.
Symbolism - Words that carry a greater meaning than themselves.
Types of Poems - Lyric (a speaker who expresses strong thoughts and feelings), narrative (tells a story), descriptive (paints a picture of one's surroundings).
http://learn.lexiconic.net/elementsofpoetry.htm
http://www.uleth.ca/edu/currlab/handouts/poetry_ideas.html
http://home.cogeco.ca/~rayser3/poetry.htm
http://www.drakehs.org/staff/doherty/slampoems.htm
http://www.tc.umn.edu/~rozai001/poetry/reading.html
http://secondarysolutionsblog.com/using-pop-music-to-teach-classic-poetry/
http://wheretheclassroomends.com/are-songs-considered-poetry-lesson-plan-extensions
http://msdunningsmusings.wordpress.com/2012/07/03/introducing-disengaged-year-10-boys-and-one-girl-to-a-poetry-unit/
http://hiphopandpoetry.pbworks.com/w/page/10121614/lessons%20that%20unite%20poetry%20and%20hip%20hop
http://languageandliteracytheoryandpractice.wikispaces.com/Contemporary+Music+as+a+Gateway+to+Poetry
http://volweb.utk.edu/Schools/bedford/harrisms/spotlight.htm
http://prezi.com/aynb7por81jq/poetry-unit-lesson-3-contemporary-music-examples/
http://www.traceeorman.com/2011/08/use-popular-music-to-teach-poetic.html
http://www.uleth.ca/edu/currlab/handouts/poetry_ideas.html
http://home.cogeco.ca/~rayser3/poetry.htm
http://www.drakehs.org/staff/doherty/slampoems.htm
http://www.tc.umn.edu/~rozai001/poetry/reading.html
http://secondarysolutionsblog.com/using-pop-music-to-teach-classic-poetry/
http://wheretheclassroomends.com/are-songs-considered-poetry-lesson-plan-extensions
http://msdunningsmusings.wordpress.com/2012/07/03/introducing-disengaged-year-10-boys-and-one-girl-to-a-poetry-unit/
http://hiphopandpoetry.pbworks.com/w/page/10121614/lessons%20that%20unite%20poetry%20and%20hip%20hop
http://languageandliteracytheoryandpractice.wikispaces.com/Contemporary+Music+as+a+Gateway+to+Poetry
http://volweb.utk.edu/Schools/bedford/harrisms/spotlight.htm
http://prezi.com/aynb7por81jq/poetry-unit-lesson-3-contemporary-music-examples/
http://www.traceeorman.com/2011/08/use-popular-music-to-teach-poetic.html