Poetry+Unit


 * Figurative Language/Poetry Unity **
 * Common Core Standards:**

RL.5.2. Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. RL.5.4. Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. RL.5.6. Describe how a narrator’s or speaker’s point of view influences how events are described. RL.5.10. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4–5 text complexity band independently and proficiently.

4. Write poetry using each technique to add to the overall enjoyment of the poem. 5. Use the technique to communicate the theme more clearly.
 * Learning Goals:**
 * 1) Define figurative language craft techniques.
 * 2) Identify examples of the technique used in poetry and other writing genre.
 * 3) Explain why the authors use the technique and how it relates to the theme of the writing piece


 * Levels of Understanding:**
 * 1) Primary Level - Level 1 involves memorizing definitions. Even a monkey can do this if it really wants to. Without progression, however, this knowledge is wasted.
 * 2) Secondary Level - Level 2 involves being able to identify poetic techniques in poetry.It requires more than simple memorization, yet has very little relevance outside of a classroom.
 * 3) Scholar Level - Level 3 requires scholarly aptitude. It requires you to interpret the use of poetic techniques and explain the author's purpose in using them.
 * 4) Master Level - Level 4 requires using poetic techniques in your own writing to create a specific effect. The writing can be poetry, but a true master can use it in other settings--essays, letters, speeches.


 * Introduction to Figurative Language/Poetry Unit **
 * **Our INSPIRED **
 * ** Poetry Student Survey  **
 * ** Poetry Unit Kickoff Activity **

Martin Luther King - Found THEME Poem Resources Inaugural Poem by Richard Blanco Who is Richard Blanco? Opinion Piece Do you agree or disagree with the author of the opinion piece? What makes you say that? TFalcone - poetry ebook

** Comparisons ** Authors use similes and metaphors them to show how two things that are not alike in most ways __are similar in one important way__ to make their writing more interesting or entertaining.


 * **Simile** - often called an "open" comparison...the author uses either //"like"// or "//as"// to compare two or more things, helping the reader to more clearly relate to what they are describing.
 * ** Metaphors -** are "hidden" comparisons because unlike similes that use the words “as” or “like” to make a comparison, metaphors state that something //is// something else. Excellent example of a metaphor project

Here is a list of example similes and metaphors:

Understanding Similes (Resource: E Reading Worksheets) ||  || **Metaphors **
 * **Similes**

Understanding Metaphors (Resource: E Reading Worksheets) || But a BIRD that stalks down his narrow cage / Can seldom see through his bars of rage / His wings are clipped and his feet are tied / So he opens his throat to sing. / The caged bird sings with a fearful trill / Of things unknown but longed for still / And his tune is heard on the distant hill for / The caged bird sings of freedom. || "and we are like the deer" and the rest of the poem describes how his people are like the deer. ||  || **Analysis**: A caged bird is unable to enjoy the freedom of other birds due to its cage, clipped wings, and tied feet. African-Americans during Angelou's time were restricted by unfair laws and societal oppression. Freedom is symbolized by the caged bird's beautiful song. As long as the bird is in the cage, he will not reach his true potential. Although the context of the poem is important, one shouldn't limit its application to one group of people or one period. A caged bird could be any group of oppressed people. It could mean individuals. The cage could represent society, physical barriers, fear, addiction or any self-defeating behavior, with the bird's song representing the true self that longs for something greater in life. || The base stealer is
 * Like silk, her hair wrapped loosely round her cherub face. ||  || Her hair was a golden silk scarf wrapped loosely round her cherub face. ||
 * The teacher is as mean as Oscar the Grouch on a good day! ||  || The teacher is meaner than Oscar the Grouch on a good day! ||
 * The ocean swallowed the ship like a boa slowly devouring it's prey. ||  || At the market, I marveled that the fishes' scales were polished diamonds glinting in the sun. ||
 * Lizbeth, light as a feather, landed the front somersault on the beam like a champion. ||  || The student's test answers were fishy, sounding the cheating alarm loud and clear. ||
 * Like a cat stalking it's prey, I made it into the classroom late without the teacher noticing. ||  || Car salesmen are sharks circling their prey, all the time knifing the otherwise quiet waters of the car lot. ||
 * Her gaze was like ice. ||  || Her gaze was icy, chilling me to the bone awakening my guilty conscience with a start. ||
 * ||  || Test your knowledge of WHY the author used a metaphor in each sentence: ||
 * ==Examples of Similes in Poetry:== ||  || ==Examples of Metaphors in Poetry:== ||
 * **Poem**: What happens to the raisin in the poem, A Dream Deferred by Langston Hughes? ||  || **Poem**: "I know why the caged bird sings" by Maya Angelou ||
 * Read to see if you were right...and notice how the author switched finally to a metaphor? Why did he do this? ||  || **Metaphor**: The entire poem is a metaphor, with the caged bird representing those who have not freedom. Let's take a look at the second and third stanzas:
 * Read to see if you were right...and notice how the author switched finally to a metaphor? Why did he do this? ||  || **Metaphor**: The entire poem is a metaphor, with the caged bird representing those who have not freedom. Let's take a look at the second and third stanzas:
 * **Poem:** See how this author [|Scott Momaday]'s whole poem is a simile...the second line contains the comparison
 * **Poem**: Robert Francis', The Base Stealer , uses the similes:
 * pulled both ways like a tightrope-walker
 * bouncing tiptoe like a dropped ball
 * or a kid skipping rope
 * hovers like an ecstatic bird

the intensity of a speedy base runner at first base during the late innings of a tight game. It's the word choice along with the similes that maks this poem masterful, not to mention the alliteration and consonance involving the "t" sound.
 * Analysis**: Francis' word choice--//tightrope, tiptoe, taut, fingertips, teeters, skitters, tingles, teases//-captures

Resource: @http://www.brighthub.com ||  || **Poem**: "Sympathy" by Paul Laurence Dunbar


 * Metaphor**: I know why the caged bird beats his wing / Till its blood is red on the cruel bars; / For he must fly back to his perch and cling / When he fain would be on the bough a-swing; / And a pain still throbs in the old, old scars / And they pulse again with a keener sting-- / I know why he beats his wing!


 * Analysis**: Dunbar uses a metaphor comparing a caged bird beating its wings against its cage until they bleed to his own struggle against oppression. The bird's physical scars metaphorically refer to the mental scars of oppression. The phrase old, old scars may represent the entrenched racism that had existed in the United States since its founding.

Resource: @http://www.brighthub.com ||

**Sound Devices** Now that you know what alliteration is, don't force it. Play with words to make it sound interesting but not like a tongue twister.
 * ** Alliteration: i**s when several words in a line or stanza of a poem begin with the same consonant.
 * Why use it?** Adding alliteration adds style to your poem, and it sounds interesting too.
 * How to use it?**

Take the alliteration quiz || **Examples:** The most famous alliterative verses are tongue twisters, such as //Peter Piper picked a peck of pickled peppers//. But, don't use that many same sounding consonants in your poem. Remember, be choosey. For practice, take one consonant and write a sentence using as many words that you can with that letter.

//Example:// __T__ouch each object you want __t__o __t__ouch as if __t__omorrow your __t__actile sense would fail. Helen Keller //"The Seeing See Little"// There is always something __l__eft to __l__ove. And if you ain't __l__earned that, you ain't __l__earned nothing. Lorraine Hansberry, //"A Raisin in the Sun"// ||
 * **Assonance:** is the repetition of a VOWEL sound within words.
 * **Assonance:** is the repetition of a VOWEL sound within words.


 * Why use it?** Repeating vowel sounds is sometimes used to reinforce the meaning of the words and to create moods.


 * How to use it?**

Take the assonance quiz

Resource: http://www.dowlingcentral.com/MrsD/area/literature/Terms/assonance.html || Examples: m **y** stery d** i **sguised w** i **th **i** n


 * Poem**: "Eldorado" by Edgar Allan Poe
 * Example of Assonance**: Eld__o__rad__o__, shad__o__w, __o__ld, __o__ver, b__o__ldly, n__o__
 * Analysis:** The quick rhythm of the poem is slowed by the use of the long **o** sound, thereby drawing the reader's attention to the oft repeated words //Eldorado// and //shadow//. These two words emphasize the meaning of the poem, the knight's quest. Eldorado is a legendary place of great wealth and opportunity which overshadows everything the knight does.


 * Poem**: "Anabel Lee" by Edgar Allan Poe
 * Examples of Assonance**: (1) m__ai__den, m__a__y, th__e__re, n__a__me, aw__ay__, __a__ngels; (2) y__e__ar, s__ee__, Anabel L__ee**,**__ w__i__nged, r__ea__son; (3) m__a__ny, maid__e__n; (4) __ou__t, cl__ou__d, __ou__r
 * Analysis:** The frequent use of assonance and other sound devices contributes to the poem's haunting mood.

"The Mask" by Carl Sandburg ||
 * **Consonance** : is the repetition of CONSONANT sounds at the end or in the middle of words.
 * **Consonance** : is the repetition of CONSONANT sounds at the end or in the middle of words.

Why use it?

How to use it?

Resource: @http://www.brighthub.com/education/homework-tips/articles/47533.aspx || Examples: gloo **m** y wo **m** an


 * Poem**: Beat! Beat! Drums! by Walt Whitman
 * Examples of Consonance:** (1) B__l__ow! Bug__l__es! B__l__ow! (line 1); (2) win__d__ows, __d__oors (line 2); (3) __th__rough, ru__th__less; (4) s__c__atter, __c__on**g**re**g**ation (line 3); there's an example in every line.
 * Analysis:** Whitman's poem is an excellent example of stylistic devices matching content. The constant consonance mimics the constant beating of the drum. A few lines from the first stanza stand out: the repetition of the **l** sound imitates the blowing of a bugle, yet manages to capture the intensity of a bugle blow war call; Line five begins "Leave no__t__ the bridegroom quie__t__" pairing the two words //not// and //quiet//, a battle reality.


 * Poem**: "The Eagle" by Lord Alfred Tennyson
 * Examples of Consonance**: (1) He __c__lasps the __c__rag with __c__roo__k__ed hands; (2) __Cl__o//s//e to the //s//un in __l__one__l__y __l__ands; (3) __R__inged with the azu__r__e wo__r__ld he stands.
 * Analysis**: Line one begins with the repetition of the hard **c** or **k** sound--another example of poetic devices emphasizing content--as the reader is immediately placed into the harsh desert environment of the eagle. Line two contains two examples of consonance: //clo__s__e// and //__s__un// are linked; lonely has the double **l** sound, making it stand out in a line full of **l** sounds. The consonance in line three involves a much softer **r** sound, emphasizing //ringed//, think crowned, //azure//, think limitless sky, and //world//, think...world. Line three captures the majesty of the eagle, setting the reader up for its heroic descent in the second stanza ||
 * ** Onomatopoeia: ** is a fancy name for words that make a sound, such as //buzz, bing, bang//, and //bong//.
 * ** Onomatopoeia: ** is a fancy name for words that make a sound, such as //buzz, bing, bang//, and //bong//.


 * Why use it?** These words can add description, humor, or even sadness, such as in Robert Frosts' poem "Out Out," where a buzz saw makes a lot of noise and takes a boy's life.



The key is to use them wisely and to not go overboard. Too much onomatopoeia can make a poem sound silly, childish or rather crazy.

Try to make a list of at least twenty examples of onomatopoeia. It is easy to start with animal sounds and then work up to words like //snap// or //crackle//. Think of Disney movies, talking cereal, comics and such. || Examples:
 * Poem:** "The Bells" Edgar Allen Poe
 * Examples:** How they __tinkle, tinkle, tinkle__, / In the icy air of night!; To the __tintinnabulation__ that so musically wells / From the bells, bells, bells, bells, / Bells, bells, bells / From the __jingling__ and the __tinkling__ of the bells. (Part I Examples only)
 * Analysis:** Viewing onomatopoeia in a vacuum without acknowledging Poe's deft use of other sound devices sells the poem short. The purpose of the poem is to create an effect, an effect created through sound devices, including onomatopoeia. Even the repetition of the word "bells" is onomatopoeic. The hurried rhythm, internal rhyme, frequent repetition, alliteration, assonance, and consonance create the illusion of bedlam, a similar feeling to that created by ringing bells.


 * Poem:** "Honky Tonk in Cleveland, Ohio" by Carl Sandburg
 * Examples:** It's a jazz affair, drum __crashes__ and cornet __razzes__. / The trombone pony __neighs__ and the tuba jackass __snorts__. / The banjo tickles and __titters__ too awful. (1-3).
 * Analysis:** Sandburg uses onomatopoeia and other sound devices to recreate the sound and feeling of a honky tonk bar.


 * Poem:** "The Rusty Spigot" by Eve Merriam
 * Example:** The entire poem
 * Analysis:** The essence of poetry is finding a concrete image and creating a theme around the image. Eve Merriam uses the concrete image of water coming out of a spigot, and creates it, in large measure, with onomatopoeia. The question is what is the theme? She creates a sense that water is fun through sound devices.

Resource: [] ||
 * **Repetition** : the repetition of a syllable, word, a phrase, a complete line, or a beginning or ending sound (rhyme), provides a cadence or a beat a rhythm of sorts.
 * **Repetition** : the repetition of a syllable, word, a phrase, a complete line, or a beginning or ending sound (rhyme), provides a cadence or a beat a rhythm of sorts.

Using repetition can give your poem rhythm, or help to reinforce a concept within the poem.
 * Why use it?**

How to use it? || //Examples://
 * //Poem// **

//Let America be America again.// //Let it be the dream it used to be.// //Let it be the pioneer on the plain// //Seeking a home where he himself is free. . . .// //I am the poor white, fooled and pushed apart,// //I am the Negro bearing slavery's scars. . . . .// Langston Hughes, Let America Be America Again


 * Analysis: ** ||
 * **RHYTHM:** the pattern of stressed and unstressed syllables in language. ||  ||
 * **End RHYME****:** a pattern of words that contains similar sounds at the end of the line
 * **End RHYME****:** a pattern of words that contains similar sounds at the end of the line
 * **End RHYME****:** a pattern of words that contains similar sounds at the end of the line

life for ** me ** is wild and ** free **
 * Internal RHYME: ** rhyming that occurs within the line (rather than at the end) || Example:

Example: **A piece of me is there for all to see ** ||
 * **RHYME scheme:** a repeated pattern of rhymed words at the end of the line

Lesson - RHYME SCHEME The Bells - Edgar Allan Poe The Highway Man - Alfred Noyes Annabel Lee - Edgar Allan Poe || **Example:** lusty ** eyes ** (A) passionate **cries** (A) rich blood, (B) bitter sweat (C) she/he loves (D) and **dies** (A) ||
 * ** Imagery: awakens any or all of your reader's five senses**
 * ** Imagery: awakens any or all of your reader's five senses**
 * ** Imagery: awakens any or all of your reader's five senses**

**Examples:** @http://examples.yourdictionary.com/examples-of-imagery-poems.html


 * Why use it?** To make an imaginary world seem real, an author often makes use of words and phrases that appeal to the senses. These words and phrases, called images help a reader mentally experience what the characters in the literary selection are actually experiencing.


 * How to use it?** A well-written description should arouse a particular response or emotion in the reader's imagination.


 * sight
 * touch
 * smell
 * hearing
 * taste

Here are examples of imagery in poetry from William Wordsworth's "I Wandered Lonely as a Cloud."
 * Imagery Practice Resource and Quiz**: || Examples:
 * Example:** "A host of golden daffodils; / Beside the lake, beneath the trees, / Fluttering and dancing in the breeze. (4-6)
 * Analysis:** There aren't several daffodils; there aren't a lot of daffodils; there aren't many daffodils. There's a freaking host of 'em. There are so many, in fact, that there beside the lake and beneath the trees. Wordsworth then employs personification, describing daffodils "fluttering and dancing in the breeze." A few lines down he recollects that the daffodils were engaged in a "sprightly dance." I'm excited by this image. Heck, I want to throw a daffodil party right now. You're invited.
 * Example:** "Continuous as the stars that shine / And twinkle on the milky way, / They stretched in never-ending line / Along the margin of a bay." (7-10).
 * Analysis:** Wordsworth uses a simile in line 7 to connect the daffodils to the Universe; in other words, Wordsworth is claiming that becoming one with nature is equivalent to becoming one with the Universe or with God.

The following examples are from "The Eagle" by Lord Alfred Tennyson:
 * Example**: "He clasps the crag with crooked hands." (1).
 * Analysis**: The hard consonant sounds combined with images of crags and crooked hands set up the desolateness of nature and its cruelty.
 * Example**: "The wrinkled sea beneath him crawls; / He watches from his mountain walls." (4-5).
 * Analysis**: Tennyson provides the image of a predatory bird scouring the sea for prey.
 * Example**: "And like a thunderbolt he falls." (6).
 * Analysis**: Tennyson employs a simile, comparing the eagle's descent to a thunderbolt. It hints at the suddenness at which life can end.

Resource: @http://www.brighthub.com/education/homework-tips/articles/45194.aspx || than its literal meaning || Example: ||
 * ** Symbolism or Motif: ** an object or action that means more
 * ** Symbolism or Motif: ** an object or action that means more

"Ah, William, we're weary of weather," / said the sunflowers, shining with dew. / "Our traveling habits have tired us. / Can you give us a room with a view?" || **Analysis**: Sunflowers can't speak...unless they're part of a William Blake poem. These two jovial talking sunflowers contribute to the poem's mood. They seem like jolly good sunflowers, don't they? British Romantic poets, like William Blake, believed human fulfilment comes from being one with nature and that nature is a living thing. I'll let you decide whether or not he's poking fun at this notion in this poem. ||
 * **Personification:** the giving of human qualities to inanimate objects ||  ||
 * ==Examples of Personification in Poetry:== ||  ||
 * **Poem**: "[|The Cat and the Fiddle]" by Mother Goose - Let's start with an easy one to give you an example of poetry analysis.
 * Personification**: The dish ran away with the spoon. || **Analysis**: Mother Goose includes a dish running away with a spoon to emphasize the otherworldliness and silliness of the setting of her poem. Keep in mind the audience. Little children find cows jumping over the moon, dogs laughing, and dishes running believable and enjoyable. ||
 * **Poem**: "Two Sunflowers Move in the Yellow Room" by William Blake
 * Personification:**
 * **Poem**: "She sweeps with many-colored brooms" by Emily Dickinson
 * Personification**: She sweeps with many-colored Brooms -- / And leaves the Shreds behind -- / Oh Housewife in the Evening West -- / Come back, and dust the Pond! || **Analysis**: The personification of the sunset is accomplished with the poem's first word. Just in case you miss it, it's referred to as a housewife in line 3. Using a common housewife to represent a spectacular setting sun calls attention to the wonderful work wives and mothers accomplish on a daily basis, but is only recognized through its effects (good children). It could also mean the end of submissive wives. I'll let you decide. ||
 * **Poem**: "I Wandered Lonely as a Cloud" by William Wordsworth
 * Personification**: Ten thousand (daffodils) saw I at a glance, / Tossing their heads in sprightly dance. / The waves beside them danced; but they / Out-did the sparkling waves in glee || **Analysis**: Wordsworth reflects upon an experience he has with nature and embodies it with human characteristics. To the poet, nature is alive and full of joy. The poem compares nature to the Universe and the need for one to be one with it. ||
 * Resource: @http://www.brighthub.com ||  ||
 * Resource: @http://www.brighthub.com ||  ||


 * **Hyperbole** ||  ||
 * **Poem**: "Red, Red Rose" by Robert Burns
 * Figure of Speech**: Hyperbole
 * Example**: The entire poem

Resource:@http://www.brighthub.com || **Analysis:** "Nothing suits hyperbole more than a love poem. Burns claims he will love his "bonnie lass" till all the seas dry up, the rocks melt with the sun, and the sands of life run dry. Wow! He also claims he would walk 10,000 miles to see his true love again. Burns compares his love to not just a rose, to not just a red rose, to not just a red, red rose, but a newly sprung red, red rose. He compares his love not to just a melody, nor to a sweetly played melody, but to a sweetly played melody in tune. He finishes by claiming his love as equal to her beauty." || Now let's write - **Place-based Poetry** One Step at a Time How to ANNOTATE and ANALYZE a poem: @http://www.brighthub.com/education/k-12/articles/29131.aspx Other Poetry Resources Ten Poems... MORE Poetry Resources Teacher Poetry Resource - @http://www.shmoop.com/poetry/

Spoken Word Poetry - videos media type="youtube" key="0snNB1yS3IE" height="315" width="560"

Visual "poetry" contest

POETRY – Figurative Language [|http://www.pbs.org/newshour/extra/poetry/ -] Excellent site: [] [] [] [] Neato Keano Magnetic Poetry [] [] [|http://edsitement.neh.gov/view_lesson_plan.asp?id=345#LESSON1] [] [] @http://www.webenglishteacher.com/poetry.html FOUND POETRY
 * A easy way to write found poetry...
 * I still don't get it...

Publish our poetry @http://issuu.com/business/landing/reader Example: @http://3nkids.blogspot.com/2011_02_01_archive.html

Last year, guest teacher, Melanie, focused instruction on Scholar Level 3 - How to interpret the use of poetic techniques and explain the author's purpose in using them.
 * Session 1 - Billy Collins, Rachel M. Simon
 * Session 2 - William Carlos Williams, Brigit Pegeen Kelly
 * Session 3 - Percy Bysshe Shelley
 * Our class collaborative emulation poem - focus on sensory details, and parts that represent the whole - SCHENECTADY
 * Session 4 - George Ella Lyon, Robert Hayden
 * Our class collaborative emulation poem - focus on details of people we know and how they make us who we are
 * Session 5 - Ruth Stone - other examples of ars poetica
 * Our class collaborative emulation poem - focus on ars poetica: poetry about writing poetry