Poetry Anthology (GR8) Notes and Exercises

1. Poetry Anthology (GR8)Notes and Exercises

2. Metaphor • A figure of speech in which an implied comparison is made between two unlike things that actually have something important in common. Example: "But, soft! what light through yonder window breaks? /It is the east, and Juliet is the sun!"(2.2.2-3)

3. Extended Metaphor • Extended metaphor is a comparison between two unlike things that continues throughouta series of sentences in a paragraph or lines in a poem.

4. Extended Metaphor Mother To Son by Langston Hughes Well, son, I'll tell you:Life for me ain't been no crystal stair.It's had tacks in it,And splinters,And boards torn up,And places with no carpet on the floor—Bare.But all the time I'se been a-climbin' on,And reachin' landin's,And turnin' corners,And sometimes goin' in the darkWhere there ain't been no light.So, boy, don't you turn back.Don't you set down on the steps.'Cause you finds it's kinder hard.Don't you fall now—For I'se still goin', honey,I'se still climbin',And life for me ain't been no crystal stair.

5. Metaphor Activities • Compare one noun (person, place, thing, feeling) to another noun • Write the following metaphors in your note book and answer the question: • Love is a lemon (why?) • Love is a electrical wire (why? ) • Love is a tree (why?)

6. Metaphor Activities • Compare one noun (person, place, thing, feeling) to another noun • Write the following metaphors in your note book: Love is a lemon (why?) • It can be sweet and sour Love is an electrical wire (why?) It can give you quite a shock Love is a tree (why?) • It always knows where its roots are

7. Exercise #1 Metaphor and 5WH Qs • Write metaphors for the following in your notebook by answering the 5WH questions (Who? What? Where? When? Why? And How) : Laughter is________ (5WH) Tears are _________ (5 WH) IPhones are _______ (5WH) School is _________ (5WH) Friends are _______ (5WH) Cigarettes are_____ (5WH)

8. Metaphor and Images • A single metaphor often suggests a series of images • Look at the following extended metaphor poem: Spelling is war words fly like bullets your ears blow up like bombs You dig trenches on your paper for escape Matt Langhans (Age 12)

9. Exercise #2 Extend a Metaphor • Step #1 Choose your best metaphor from exercise #1 and extend it by using 5WH and creating images that appeal to the senses. • Step #2 Create your own extended metaphor using process below. Here’s how Matt created his poem: • He brainstormed ideas about war • Then added lines of descriptive detail and images Spelling is war trenches blow up bombs bullets escape ammunition

10. Exercise # 3 Revise your poem • Replace weak verbs and adjectives with ones that create images • Appeal to the senses— (sight, sound, touch, taste, smell) Examples: • He walked by • He strutted by • The red car • The crimson Ferrari

11. Exercise #4 Read your poem aloud Answer the following questions: • Does it sound natural? • Does it flow? • Is there a natural rhythm? • Are the images strong enough? • Does the ending make you think? • Does the poem capture a moment? • Does it have a message? • Does it provide closure? • Does it have a surprising twist or final thought or image?

12. Exercise #5 Create a final draft of your poem • Re-write your poem with the revisions you’ve made • Ask a peer-editor to check for the following: • Make sure everything is spelled correctly • The poem makes sense and has an interesting—strong ending • The poem has a natural flow and is easy to read and understand • The poem is long enough to be effective • Type or Print neatly your final copy • Include a visual representing a image, theme, character, etc. from you poem

13. Exercise #6 Create your own personal poems Choose any of the following: • I am __________ • You are ________ • We are _________ • They are ________ • Follow the same steps as exercises 1-5 to create a personal metaphor poem • Select two or three edited metaphor poems to put in your anthology

14. Revise your personal poem • Replace weak verbs and adjectives with ones that create images • Appeal to the senses— (sight, sound, touch, taste, smell) Examples: • He walked by • He strutted by • The red car • The crimson Ferrari

15. Read your personal poem aloud Answer the following questions: • Does it sound natural? • Does it flow? • Is there a natural rhythm? • Are the images strong enough? • Does the ending make you think? • Does the poem capture a moment? • Does it have a message? • Does it provide closure? • Does it have a surprising twist or final thought or image?

16. Create a final draft of your personal poem • Re-write your poem with the revisions you’ve made • Ask a peer-editor to check for the following: • Make sure everything is spelled correctly • The poem makes sense and has an interesting—strong ending • The poem has a natural flow and is easy to read and understand • The poem is long enough to be effective • Type or Print neatly your final copy • Include a visual representing a image, theme, character, etc. from you poem

17. Simile • A comparison between two unlike nouns (person, places, things, feelings) using like or as to make the connection. • Similes add rhythm, flow, and sound to poetry Examples • Trust is as ancient as the mountains • A circle is likea line holding hands • Adjectives are used to extend similes and give them a musical quality. Examples • The night (Noun) is dark, wet and smooth like a freshly waxed (Adjectives) floor (Noun)

18. Activity #7 Creating Similes with Adjectives (a) complete the similes by adding nouns to the examples below: • Summer is like____ • A dream is like____ • Fire is like____ • Anger is like _____ • The wind is like____ • Sleep is like ______ (b) Expand your similes by answering 5 WH and adjectives Example: The breeze is like a whisper (when?) at the break of day.

19. Creating similes using verbs • Using verbs (action words) as part of a simile will create motion/movement in your poem • Notice how the verbs show pictures. Example: Fear streams (verb) like water and bends (verb) like a shark, expanding (verb) like a rubber band that’s stretched too far.

20. Activity #8 Creating Similes—Main topic Step #1: Copy and fill out the chart below. Write a topic on the line below (love, friendship, life, war, summer, winter, fall, freedom ,etc.) Main topic: __________________________________ Example: Freedom (main topic) feels like a Ferris wheel. Relate this comparison to the theme of freedom Step #2 : On the lines that follow complete the phrases relating them back to your main topic. Feels like__________ Dreaming like__________ Scattering like___________ Turning like_____________ Moves like _____________ Opens like____________ Waiting like_____________ Streaming like ____________ Rolling like______________ Yelling like______________ Whispering like____________ Step #3 Use some of the lines to create poem based on your main topic. 5WH questions may help.

21. Revise your simile poem • Replace weak verbs and adjectives with ones that create images • Appeal to the senses— (sight, sound, touch, taste, smell) Examples: • He walked by • He strutted by • The red car • The crimson Ferrari

22. Read your simile poem aloud Answer the following questions: • Does it sound natural? • Does it flow? • Is there a natural rhythm? • Are the images strong enough? • Does the ending make you think? • Does the poem capture a moment? • Does it have a message? • Does it provide closure? • Does it have a surprising twist or final thought or image?

23. Create a final draft of your simile poem • Re-write your poem with the revisions you’ve made • Ask a peer-editor to check for the following: • Make sure everything is spelled correctly • The poem makes sense and has an interesting—strong ending • The poem has a natural flow and is easy to read and understand • The poem is long enough to be effective • Type or neatly Print your final copy • Include a visual representing a image, theme, character, etc. from your poem

24. Similes using “as” • Use “as” to include adjectives in an extended simile • Create a simile by writing a noun and a verb to the left of each adjective to the right Examples: Verbs used are were and was __________ as rough as____________ His hands were as rough as sandpaper. ___________ as full as _____________ Her smile was as full as the moon.

25. Exercise #9 Creating Similes using “as” Try these: ______ as ancient as_________ _______as blue as________ _______as mean as_______ ______as brave as__________ ________as magical as_______ ________as sudden as________ ________as strange as________ Example: My reflection travelled (verb) as swift as the northeastern (adjective) wind.

26. Simile Poem “as” Ocean An ocean is as round as an arc, as broad as the sky, as deep as our memories, as inviting as a friend waving hello. M. Rosen, age 15

27. Exercise # 10 Create Extended Simile Poems Step #1 Create a list of 5-8 abstract nouns (love, beauty, anger, justice, revenge, etc.) in a column. Step #2 Write out a list of colours(use some unusual colours modified with striking adjectives) place them in another column. Step #3 Create a list of concrete objects (gloves, brook, ring, candle, dory, etc.) place them in a third column. Step #4 Make unusual connections by drawing lines from columns 1-to-2 to-3.

28. Exercise #10 Extended Simile Poems (cont’d) Step #5 Choose one of the combinations to write as a simile. Example: Jealousy is like a green seedling Step #6 Next add a second line beginning with the words “that’ or “which.” Example: that grows into a forest Step #7 Next, add a third line beginning with any of the following: “of,” “and,” or “but” Example: of pain and suffering Step #8 Continue extending the comparison by creating another stanza or two that supports the first idea. Think about the results of the original comparison.

29. Examples: Extended Simile Poetry Keeping up with the Joneses Jealousy is like a green seedling that grows into a forest of pain and suffering. Its roots take hold often lasting generations. It’s a seedling that spreads like dandelions on cookie-cutter lawns.

30. Revise your simile poem • Replace weak verbs and adjectives with ones that create images • Appeal to the senses— (sight, sound, touch, taste, smell) Examples: • He walked by • He strutted by • The red car • The crimson Ferrari

31. Read your simile poem aloud Answer the following questions: • Does it sound natural? • Does it flow? • Is there a natural rhythm? • Are the images strong enough? • Does the ending make you think? • Does the poem capture a moment? • Does it have a message? • Does it provide closure? • Does it have a surprising twist or final thought or image?

32. Create a final draft of your simile poem • Re-write your poem with the revisions you’ve made • Ask a peer-editor to check for the following: • Make sure everything is spelled correctly • The poem makes sense and has an interesting—strong ending • The poem has a natural flow and is easy to read and understand • The poem is long enough to be effective • Type or neatly Print your final copy • Include a visual representing a image, theme, character, etc. from your poem

33. Personification Personification • Personification is the assigning of human qualities to non-humans like things from nature (animals), objects, and ideas (justice, love, hope, etc.) • Personification create images and may also add humour in poetry. • Personification draws pictures and shows new connections between people and things. Examples: • The embarrassed clock covered its face with its hands. • Worried peas glance at the boiling water.

34. Exercise #11 Creating Personification—human actions Use verbs that name human actions. Example: • The alley cats sang and danced in the city streets. • Step #1 Personify things by writing a human action next to each noun listed below. The Pacific Ocean __________ The toddler’s hands ___________ Pearl Necklaces _________ Her eyes _____________ Flashlights ___________ IMacs ___________ The saucy poodle _____________ The French dictionaries ___________ The incomplete homework ___________ The tattoo __________________ The nose ring _________________ The locker door ________________

35. Exercise #12 Extended Personification Poem—human actions • Step #2Take three of your best comparisons from Exercise #11 and expand them by answering some 5WH questions. Example: The filthy clothes got up andstrutted The filthy clothes got up and strutted (where?) into the laundry room. • Step #3 finish the comparison by adding sensory details and descriptions . Revise your poem and add it to your student anthology • Your personification poem should tell a brief story or describe a interesting or funny situation.

36. Exercise #11 Creating Personification—human actions Oceans Waves Hungrily the ocean waves swallow the shoreline. Ocean waves enraged with fury Slap the sand in violent beats. Ocean waves stung with salty Infection. Worn by the tides the ocean waves cradle the boat. Amy Hunter, Age 12

37. Revise your poem • Replace weak verbs and adjectives with ones that create images • Appeal to the senses— (sight, sound, touch, taste, smell) Examples: • He walked by • He strutted by • The red car • The crimson Ferrari

38. Read your poem aloud Answer the following questions: • Does it sound natural? • Does it flow? • Is there a natural rhythm? • Are the images strong enough? • Does the ending make you think? • Does the poem capture a moment? • Does it have a message? • Does it provide closure? • Does it have a surprising twist or final thought or image?

39. Create a final draft of your poem • Re-write your poem with the revisions you’ve made • Ask a peer-editor to check for the following: • Make sure everything is spelled correctly • The poem makes sense and has an interesting—strong ending • The poem has a natural flow and is easy to read and understand • The poem is long enough to be effective • Type or neatly Print a final copy • Include a visual representing a image, theme, character, etc. from your poem

40. Exercise #13 Creating Personification—adjectives that describe people Another way to create personification • Write with adjectives used to describe people. Example: • The spoiled candlescried wax tears. • Candles are given the qualities of humans— the adjective spoiled is associated with children– a spoiled child. • Refer to nouns (things, ideas, qualities, colours, etc.) using personal pronouns (he, she, they, we, etc.) Example: He called out to the raging sea, and she snarled back at him.

41. Exercise #13 Creating Personification—adjectives that describe people Step #1 write the name of an noun next to adjectives listed below. Example: Talking (adj.)hands (noun) Step #2 next expand the description by answering the 5WH questions. Example: Talking hands (what?) speak about friendship Thoughtful _________ Lazy ________ Loyal __________ Deceitful _________ Honest ___________ Sulky _____________ Lying _____________ Mischievous ___________ Intelligent ____________ Irritable ____________ Step #3 Revise your poem and add it to your student anthology. Your personification poem should tell a brief story or describe a interesting or funny situation.

42. Revise your poem • Replace weak verbs and adjectives with ones that create images • Appeal to the senses— (sight, sound, touch, taste, smell) Examples: • He walked by • He strutted by • The red car • The crimson Ferrari

43. Read your poem aloud Answer the following questions: • Does it sound natural? • Does it flow? • Is there a natural rhythm? • Are the images strong enough? • Does the ending make you think? • Does the poem capture a moment? • Does it have a message? • Does it provide closure? • Does it have a surprising twist or final thought or image?

44. Create a final draft of your poem • Re-write your poem with the revisions you’ve made • Ask a peer-editor to check for the following: • Make sure everything is spelled correctly • The poem makes sense and has an interesting—strong ending • The poem has a natural flow and is easy to read and understand • The poem is long enough to be effective • Type or neatly Print a final copy • Include a visual representing a image, theme, character, etc. from your poem

45. GR8 Imagery Poetry BJH

46. Imagery Poetry: Details, Details, Details… • Images live at the heart of poetry • Poetry depends on detailed descriptions of scenes, events, emotions and thoughtsthrough the five senses • Poets create picturesby writingdetailed accounts of texture, movement, sound, smell, taste, colour, size, shape and light

48. Imagery: Description and Emotions Activity #1 Pre-writing • How did your classmates react to this photo? • Describe your first reaction to the photo. Use at least four words to help you explain your reaction. • What specific images, details, expressions influenced your reaction? List and describe at least four (4) things. • If the subject could say something—what would they say? • If you could say something to the subject what would you say? • Create a title for the photograph • Be ready to share your ideas with the class

50. Imagery: Description and Emotion Activity #2 Pre-writing • How did your classmates react to this photo? • Describe your first reaction to the photo. Use at least four words or phrases to help you explain your reaction. • What specific images, details, expressions influenced your reaction? List and describe at least four (4) ideas. • If the subject could say something about the scene, what would they say? • If you could say something to the subject what would you say? • Create a title for the photograph • Share your ideas with the class