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Poetry Comparison

Poetry Comparison . Days 101-105 2 nd Mini Lesson. Connection. We have learned how to analyze a series of stanzas in a poem to explain how the stanzas fit together to provide the overall structure of the poem.

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Poetry Comparison

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  1. Poetry Comparison Days 101-105 2nd Mini Lesson

  2. Connection • We have learned how to analyze a series of stanzas in a poem to explain how the stanzas fit together to provide the overall structure of the poem. • Understanding how the stanzas fit together helped us to interpret a theme in the poem.

  3. Teaching Point • Today we will compare and contrast poems on their approaches to similar themes and topics.

  4. Teaching • Earlier we read “The Echoing Green” by William Blake and determined that the author used the structure of time to develop the theme that life is wonderful and fleeting, or time passes quickly. • Let’s read Emily Dickinson’s poem “A Bird Came Down the Walk” and analyze the stanzas to determine how she approaches the theme in her poem.

  5. “A Bird came down the Walk” by Emily Dickinson A Bird came down the Walk --He did not know I saw --He bit an Angleworm in halvesAnd ate the fellow, raw, • Identify the important words that stand out and what these words make you think about. • Then think about how these ideas fit together.

  6. Stanza 2 And then he drank a DewFrom a convenient Grass --And then hopped sidewise to the WallTo let a Beetle pass -- • Identify the important words that stand out and what these words make you think about. • Then think about how these ideas fit together.

  7. Stanza 3 He glanced with rapid eyesThat hurried all around --They looked like frightened Beads, I thought --He stirred his Velvet Head • Identify the important words that stand out and what these words make you think about. • Then think about how these ideas fit together.

  8. Stanza 4 Like one in danger, Cautious,I offered him a CrumbAnd he unrolled his feathersAnd rowed him softer home -- • Identify the important words that stand out and what these words make you think about. • Then think about how these ideas fit together.

  9. Stanza 5 Than Oars divide the Ocean,Too silver for a seam --Or Butterflies, off Banks of NoonLeap, plashless as they swim. • Identify the important words that stand out and what these words make you think about. • Then think about how these ideas fit together.

  10. Teaching • Dickinson uses the progression of time to structure the poem. • In the first stanza, the bird, unaware that he is being watched, walks along a path and eats a worm. • In the second stanza, the bird drinks water and hops out of a beetle’s way. • In the third stanza, the bird becomes frightened and searches for what danger might be present. • In the fourth stanza, the bird flies away. • The fifth stanza describes this flight. • Each stanza shows the progression of a typical nature scene - it is as if the scene is stretched out or played in slow motion.

  11. By using the progression of time to structure this poem, the reader can identify a theme of beauty in nature and how quickly it can pass. • The speaker observed the bird in its natural state when all of a sudden the bird became frightened and flew away.   • How does this theme compare to the theme in “The Echoing Green” by William Blake? • An idea suggested could be both poems are about the beauty in nature and both poems use the progression of time to help the reader understand that the beauty of life should be appreciated.

  12. How does this theme contrast to the theme in “The Echoing Green?” • A difference could be that Dickinson’s poem focuses on the beauty of an animal in its natural state, whereas Blake’s poem focuses on the beauty of a spring day and all that it has to offer us. • Dickinson’s poem shows how quickly it can end by the abrupt flight of the bird. • Blake’s poem shows how quickly it can end by sharing the perspective of ‘Old John’ and the ‘old folk’ as they remember the joys of their own youth.

  13. Both poems have similar lessons - moments in time are fleeting, enjoy and appreciate life. • The authors of these poems approached these themes in different ways. • By comparing and contrasting these approaches we can gain new perspectives of a theme. • How have these different approaches altered your perceptions of this theme?

  14. Collaborative Work • Each group of students will have a note card with a theme written at the top. • You will work together to identify a list of poems that illustrate that theme. • Then we will discuss the similarities and differences in how the authors approach this theme.

  15. Link • As you read poetry on your own, take time to think about how it compares to other poetry you have read with similar themes. • Making connections among texts, comparing and contrasting authors’ approaches to development of themes will help you gain a deeper understanding of a theme’s meaning.

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