Poetry Unit English 102

1. Poetry UnitEnglish 102 Essential Questions: What purpose does poetry serve? How do poetry and figurative language convey thought and emotion?

2. By the end of the unit, you will be able to… • Identify & write various types of poetry: • Slam poem • Narrative poem • Free verse poem • Concrete poem • Haiku poem • Lyric poem • Couplets, Tercet, Quatrain, Cinquain • Acrostics • Limericks and many more!

3. You will be able to… • …identify, understand and apply the elements of poetry (figurative language in particular): • Metaphor & Simile - Explicate • Personification - Onomatopoeia • Alliteration - Assonance • Synecdoche - Hyperbole • Speaker - Tone & Mood • Imagery - Symbol • Rhyme (internal, end, slant)- Rhythm • Consonance - Iambic Pentameter

4. Brainstorm… What is poetry? Take a few minutes to free write about the word POETRY. Write down adjectives (descriptive words) and nouns (people, places, things) that you associate with poetry. Write down as many words or phrases that come to mind when you hear the word POETRY. Don’t filter your thoughts – just write! 

5. Brainstorm… • Using those brainstormed words and phrases, come up with a definition of poetry with a partner. • POETRY IS…expression of feelings & emotions Writing that expresses feelings in artistic way Feelings on paper, sometimes rhyming A way to express feelings a certain way A way a person can express their life emotions towards something/someone A thoughtful flow of words A way of expressing emotion through writing A way to show your feelings in a small phrase A form of writing that sometimes includes emotional/serious thoughts The expression through a brief passage that shows emotion of individual A way to express feelings & share with others A way to express emotions on paper A way to express feelings, emotions, thoughts one might have, but doesn’t always have to make sense

6. Let’s start the unit by focusing on one type of poetry – SLAM! As you watch slam poet, Taylor Mali, perform his poem, write down what you perceive to be the elements of slam poetry (i.e. what makes Slam Poetry different than regular poetry)? http://www.youtube.com/watch?v=mksQ-8IG1WQ

7. Elements of SLAM Poetry: • Memorized • 50% poem and 50% dramatic stage performance • No more than 3 minutes (in competition) • Precise and original • Typically include metaphors and imagery, and sound elements such as rhythm and rhyme (especially internal rhyme) • No rigid rhyme scheme SLAMS must be Entertaining! • Use of comical exaggeration (hyperboles!) • Unconventional angles • Surprise twists • Big emotions Performers may imitate voices or move around the stage to particular locations for emphasis

8. Slam Poetry http://ed.ted.com/lessons/become-a-slam-poet-in-five-steps-gayle-danley 5 Easy Steps: 1) Write it all down. 2) Read out loud. 3) Cut the fat. 4) Read out loud again. 5) Add “flava”

9. DAY ONE:Metaphors & Similes Metaphors Similes Compare 2 unlike objects using “like” or “as” Your eyes are like the deep blue waves of the ocean. My love for you is like the burning sun in the sky on a blistering summer day. English class is as cool as the other side of the pillow. “Clear as frost on the grass blade” • Compare 2 unlike objects using “is/are/was” • Your eyes are the deep blue waves of the ocean. • My love for you is the burning sun in the sky on a blistering summer day. • English class is the coolness on the other side of the pillow. • “There are the black clouds of God’s wrath now hanging over our heads”

10. Metaphor Poems Family by Belinda Love is a Battlefield – Pat Bennatar Were losing controlWill you turn me away or touch me deep inside? And before this gets old, will it still feel the same? There’s no way this will dieBut if we get much closer, I could lose controlAnd if your heart surrenders, you’ll need me to holdWe are young, heartache to heartache we standNo promises, no demandsLove is a battlefield Family lives inside a medicine chest: Dad is the super-size band aid, strong and powerfulbut not always effective in a crisis.Mom is the middle-size tweezer,which picks and pokes and pinches.Brother is the single small aspirin on the third shelf,sometimes ignored.Muffin, the sheep dog, is a round cotton ball, stained and dirty, that pops off the shelf and bounces in my way as I open the door.And I am the wood and glue which hold us all together with my love.

11. Metaphor Poem “The Pen” Take a pen in your uncertain fingers. Trust, and be assured That the whole world is a sky-blue butterfly And words are the nets to capture it. ~Muhammad al-Ghuzzi

12. Metaphor Example Morning is a new sheet of paper for you to write on Whatever you want to say all day, until night folds it up and files it away The bright words and the dark words are gone until dawn and a new day to write on

13. Simile Example:Superheroism in Education They are not telepathic and cannot read minds, Nor can they superspeed to every beck and call. They cannot take flight and see everything from above, And they are not invulnerable to attacks – physically or verbally. Yet, teachers are like superheroes; The hopes, dreams, and lives of others always comes first. All day and all night teachers are teachers Because they have to be And because others depend on them, Need them. Teachers attempt to protect the people from the evils of the world So hopefully one day their students can soar to the skies and see everything from above.

14. DAY TWO: Imagery • Descriptive language used by a writer to help the reader create a “mental image” • Painting a picture with words – SHOW, DON’T TELL! • Authors use imagery (colors and sensory details) throughout worksto reveal details about: • Characters • Plot • Setting • Mood/Tone

15. IMAGERY • Creates a “sensory experience” • Dealing with the 5 senses: • Sight: colors, bright, sparkling, dark • Touch: smooth, coarse, sharp, flat, hot/cold • Smell: putrid, sweet, minty, burnt • Taste: fizzy, spoiled/rotten, sour, salty • Sound: buzz, scratch, knock, scream

16. Color Imagery / Symbolism • White = life, purity, innocence, cleanliness, elegance • Black = death, power, strength, evil, sturdy, unknown • Purple = mystical, royalty, moodiness, euphoria, magic • Blue = dependable, cool, depressing, sincerity, soothing/calming • Green = nature, relaxing, hope, concentration, guilt, envy/jealousy, fertility • Yellow = energy, joy, happiness, warmth, intellect, sickly, cowardice • Orange = enthusiasm, endurance, health • Red = passion, love, excitement, confidence, courage

17. DAY TWO: Onomatopoeia • A word or grouping of words that imitates the sound being described; the word is named and spelled as it sounds • HINT: It’s a word that you can “hear” • Examples: Bang, Zoom, Buzz, Clang, Boom, Scratch, Screech, Splash, Beep, Animal Noises (Bark, Meow, Oink) As I lay in bed, the Boogie Man scratched the floor beneath my bed, waiting for my feet to thud against the ground. “Out of the whinnying green stable onto the fields of praise” The

18. DAY TWO: Personification • A description of an inanimate object (something not living) as being a living thing • Giving a non-living things (qualities, ideas, concepts, objects) human traits (feelings, actions, characteristics) • Examples: • The sun shone brightly down on me as if she was shining for me alone. • The car danced around on the icy road. • “Oreo: Milk’s favorite cookie!” • Fear knocked on my door. • The wind stood up and howled at me. • The stormy, husky, brawling city

19. Personification Poem Toaster (author unknown) A silver scaled dragon, with jaws flaming red Sits at my elbow and toasts my bread. I hand him fat slices and then, one by one, He hands them back when he sees they are done.

20. DAY THREE: Hyperbole • A statement meant to be exaggerated and not meant to be taken literally • Used to evoke strong feelings or to create strong impression and emphasis • Examples: • These books weigh a ton. (These books are heavy.) • I could sleep for a year. (I could sleep for a long time.) • Math class dragged on forever. (The class was really long.) • He could beat me into a pulp. (He could beat me up badly.) • That guy jumped a mile into the air! (That guy can jump really high!) • I’m so hungry I could eat a horse. (I’m very hungry.) • Your brain is the size of a pea. (You are not very intelligent.)

21. DAY THREE: Alliteration • Repeating the same sound at the beginning of two or more words in the same sentence. • Examples: • Sing a song of sixpence… • She sells sea shells by the sea shore. • The silly student went swimming in the slimy swamp. • The buzzing bee believed in becoming better than those who came before him. • It dawned on the dying donkey that he was laying on his death bed. • “I have stood still and stopped the sound of feet”

22. DAY THREE: Consonance • The repetition of consonants in words stressed in the same place, typically at end of word. • A kind of inverted alliteration, in which final consonants, rather than initial ones, repeat in nearby words. • Examples: • The chap grabbed a mop and began to flop it on the floor. • The cat was a brat about not getting the last brat. • My mind went blank; I couldn’t think • The strong string held on tight • Standing alone, crying and sobbing, she had to say goodbye

23. DAY THREE: Assonance • Identity or similarity in sound between internal vowels in neighboring words. • Examples: • Do you like blue? (oo sound) • Pushed around on a proud round cloud in a white high night (ow sound; i sound) • “Hear the mellow wedding bells”

24. DAY FOUR: Speaker • Who is the speaker of a poem? Is it the author, or is it a fictional character? IT COULD BE BOTH!!! • Definition: The speaker of the poem is the “narrator” of the poem, either fictional or autobiographical • Not every poem is autobiographical…Like a narrator in a fictional story, a poem’s speaker could be fictional • While every work of a poet will certainly be colored by their own experience, that doesn’t mean that a formal analysis can casually contain the words “This poet thinks/says/believes/feels” based solely on what appears in the poem • Therefore, we must refer to the “narrator” as the speaker, not the author

25. DAY FOUR: Mood vs. Tone • Mood: A state or quality of feeling that the reader feels, established by the words of the poem. • Do you feel that the poem is eerie or scary? Do the words help you feel happy and joyful? Are you depressed after reading the poem? etc. • Tone: The speaker/writer’s attitude towards the subject or content of the poem. - Does the author make it clear that this topic is dangerous? Does the speaker want you to be nonjudgmental towards a topic? etc.

26. DAY FOUR: SYMBOL/SYMBOLISM • A word, phrase, object or character used to represent an idea or object of greater significance Love = __________ Hate = __________ School = ________ Home = _________

27. DAY FIVE: Rhyme • Rhyme: Often called exact rhyme, this is a repetition of similar sounds in two or more different words • Internal Ryhme: Rhyming that occurs within the lines of a poem • Example: “In mist or cloud, on mast or shroud" • End: Rhyme Rhyming that occurs at the end of the lines within a poem • Example: Why we go to school, the question remainsSome people think it is to exercise our brains. • Slant Rhyme: the repetition of similar sounds, but not exact rhyming words • Example: With golden flowers in the sun I watched the sweet glow of the horizon

28. RHYME SCHEME:pattern of rhyme between lines of a poem • AABB (lines 1 & 2 rhyme; lines 3 & 4 rhyme) Here a pretty baby lies (A) Sung asleep with lullabies (A) Pray be silent and not stir (B) The easy earth that covers her (B) • ABAB (lines 1 & 3 rhyme; lines 2 & 4 rhyme) She is in a field a silken tent (A) At midday when a sunny summer breeze (B) Has dried the dew and all its ropes relent (A) So that it gently sways at ease (B)

29. DAY FIVE: Rhythm & Meter • Rhythm: The pattern of regular strong and weak accents, vocalization and silence. • Rhythm can be measured in different ways: • Syllables: separate sounds in a line • Meter: the stressed sounds in a line

30. DAY FIVE: Stanza • A grouping of lines • A unit within a larger poem • Stanzas have a set pattern/meter/rhythm/rhyme • Stanzas are similar to a paragraph in prose 2 lines = Couplet (typically AA rhyme pattern) 3 lines = Tercet(typically AAB rhyme pattern) 4 lines = Quatrain (typically AABB or ABAB rhyme pattern) 5 lines = Cinquain(typically ABABC or AABBC rhyme pattern)

31. DAY SIX: Couplet Couplets have two lines that rhyme “Pumpkins on Guard” by Charles Ghigna Look at all the pumpkin facesLighting up so many places On the porch and in the yard,Pumpkin faces standing guard Looking friendly, looking mean,With a smile or with a scream Orange faces burning brightIn the cool October night

32. Couplet Example My yesterday, a dream, tomorrow God allowtoday I grasp what may, not then or when but now This is an entire poem written in one couplet!

33. Couplet A tolerate in which did meet Sweet records, promises as sweet; A creature not too bright or good For human nature’s daily food; (SLANT RHYME) For transient sorrows, simple wiles, Praise, blame, love, kisses, tears, and smiles. And now I see with eye serene The very pulse of the machine; A being breathing thoughtful breath, A traveler between life and death; The reason firm, the temperate will, Endurance, foresight, strength, and skill; A perfect woman, nobly planned, To warn, to comfort, and command; And yet a spirit still, and bright With something of angelic light. She Was A Phantom Of Delight By William Wordsworth She was a phantom of delight When first she gleamed upon my sight; A lovely Apparition, sent To be a moment’s ornament; Her eyes as stars of Twilight fair; Like Twilight’s, too, her dusky hair; But all things else about her drawn From May-time and the cheerful dawn; A dancing shape, an image gay, To haunt, to startle, and way-lay. I saw her upon nearer view, A spirit, yet a woman too! Her household motions light and free, And steps of virgin-liberty; What is this poem about? What other poetic devices are used?

34. DAY SIX: Tercet Tercets have three lines Usually lines 1 & 2 rhyme and line 3 is different (AAB pattern) “Witch Way” by Charles Ghigna With warts on her nose (A) And sharp pointy toes (A) She flies through the night on her broom (B) With covers pulled tight (A)In the shadows of night (A) I hide in the dark of my room (B)

35. Tercet Example The Eagleby Alfred Lord Tennyson (1809-1892) He clasps the crag with crooked hands (A) Close to the sun it lonely lands (A) Ringed with the azure world, it stands (A) The wrinkled sea beneath him crawls (A) He watches from his mountain walls (A) And like a thunderbolt he falls (A)

36. DAY SIX: Quatrain “The View from 41st Street” While working in my office nook (a) The stable world around me shook (a) From outside, a noise so loud (b) I ran to the window to take a look (a) I saw nothing but a billowing cloud (a) I froze a moment: hands folded, head bowed (a) Then a voice yelled out, “Evacuate” (b) I swiftly left with the fleeing crowd (a) Flashbacks from another date (a) Was this an end decreed by fate (a) I’d even left my glasses behind (b) Since I’d gone in such a state (a) I stumbled down the stairs half blind (a) With painful memories fresh in my mind (a) To a tragedy, I’d been resigned (a) But this time, it seems, fate had been kind (a) Quatrain: A stanza of 4 lines Can be rhythmic and rhyming in different ways: • A, A, A, A • A, B, A, B • A, A, B, B • A, A, B, A etc. • Usually the rhyme scheme is kept the same throughout the entire poem, or may be changed in the last stanza

37. DAY SIX: CINQUAIN Cinquain Pattern #1 Example By Cindy Barden Dinosaurs Lived once, Long ago, but Only dust and dreams Remain CINQUAIN: a stanza of 5 lines • various patterns are acceptable • If rhyme is present, typically uses ABABC or AABBC pattern Cinquain Pattern #1 • Line1: One word • Line2: Two words • Line 3: Three words • Line 4: Four words • Line 5: One word

38. Cinquain CINQUAIN PATTERN #2 Example: (by Cindy Barden) Spaghetti Messy, spicy Slurping, sliding, falling Between my plate and mouth Delicious Line1: A noun Line2: Two adjectives Line 3: Three -ing words Line 4: A phrase Line 5: Another word for the noun

39. Cinquain CINQUAIN Pattern #3 EXAMPLE: Listen... With faint dry sound, Like steps of passing ghosts, The leaves, frost-crisp'd, break from the trees And fall (by Adalaide Crapsey) Line1: Two syllables Line2: Four syllables Line 3: Six syllables Line 4: Eight syllables Line 5: Two syllables

40. DAY SIX: Ballad Stanzas • Ballad Stanzas • 4 line stanzas (Quatrains) • Rhyme at the end of line number two and line number four “The Bee Poem” – Charles Ghigna A poem is a busy beeBuzzing in your headHis hive is full of hidden thoughtsWaiting to be said His honey comes from your ideasThat he makes into rhymeHe flies around looking forWhat goes on in your mind When it's time to let him outTo make some poetryHe gathers up your secret thoughtsAnd then he sets them free ** This is also a METAPHOR POEM!

41. Ballad Stanzas “A Poem is a Little Path” – Charles Ghigna A poem is a little pathThat leads you through the treesIt takes you to the cliffs and shoresTo anywhere you please Follow it and trust your wayWith mind and heart as oneAnd when the journey's overYou'll find you've just begun ***THIS IS ALSO A METAPHOR POEM!!!

42. DAY SEVEN: Clerihew Poem • Clerihew – Humorous poems about a specific person (not meant to be cruel): parents, teachers, celebrities, friends, pets, cartoon characters, fictional characters, etc. • Rules: • Four lines long (one quatrain) • Typically, the first and second lines rhyme with each other, and the third and fourth lines rhyme with each other (AABB pattern) • The first line names a person, and the second line ends with something that rhymes with the name of the person • A clerihew should be funny and/or lighthearted • You don't have to limit your clerihews to real people. You can even write clerihews about characters from books, movies, comics, cartoons, etc.

43. DAY SEVEN: Clerihews N'Sync (A) really stinks (A) Their music hurts my ears (B) I much prefer Britney Spears (B) The Man of Steel is off to save the day (A) In the air he says, “Up, up, and away!” (A) For Superman there is no time to play, (A) Because he stands for truth, justice, and the American way (A)

44. DAY SEVEN: Acrostic PoemPoems that form a word or phrase as you read it going down the page

45. DAY SEVEN: Haiku Poem • Haiku’s pertain to nature and surroundings or seasons • Convey emotion in a rhythmic fashion • 3 lines – 5 syllables, 7 syllables, 5 syllables Example: Over the wintry forest, winds howl in rage with no leaves to blow

46. Haiku Examples On the wide seashore a stray blossom and the shells Make one drifting sand Dark, gnarled, withered, the old tree bears no more fruit. It’s still my good friend

47. DAY SEVEN: Limerick 5 Line Poem (Cinquain): • 1st, 2nd, 5th lines all rhyme and have 7-10 syllables • 3rd & 4th lines rhyme and have 5-6 syllables • 1st line introduces person & place There once was a teacher from Cary, Whom the students heard was quite scary, Much to their surprise He had friendly eyes So the kids loved that teacher from Cary

48. Limerick Examples: There was an Old Man from Peru,Who never knew what he should do,So he shaved off his hairAnd behaved like a bear,Now that man is in the zoo There once was a man with a beard,Who had some habits that were weird,Two Owls and Hens,Four Larks and a Wren,Have all built nests in his beard!

49. DAY EIGHT: Diamante (Diamond) Poem A 7 lined-poem in the shape of a diamond: Line A. _______ Line B. _______ , _______ Line C. _______ , _______ , _______ Line D. _______ , _______ . . . _______ , _______ Line E. _______ , _______ , _______ Line F. _______ , _______ Line G. _______

50. Diamante 7 lines in the shape of a diamond Line 1: one word (subject/noun that is contrasting to line 7) Line 2: two words (adjectives) that describe line 1 Line 3: three words (action verbs) that relate to line 1 Line 4: four words (nouns) first 2 words relate to line 1; last 2 words relate to line 7 Line 5: three words (action verbs) that relate to line 7 Line 6: two words (adjectives) that describe line 7 Line 7: one word (subject/noun that is contrasting to line 1)