Poems

1. Poems

2. Limericks • Short, humorous poems • Made in 18th century (1700s) • Takes its name from a country in Ireland that was featured in an old song, “Oh Will You Come Up to Limerick” • Sometimes seen as “light” verse, but they have very strict rules for structure

3. Structure of Limericks • 5 lines • aabba rhyme scheme • Titles are first lines • Often manipulate words that rhyme to make them “fit” together

4. Haiku • A form of poetry that originated in Japan. • In their original form, haiku were the introductory verses of longer poems called tanka, but they have become popular as a form in their own right since the 17th century.

5. Structure of Haiku • A 17 syllable structure, organized as follows: 1st line: 5 syllables 2nd line: 7 syllables 3rd line: 5 syllables • A traditional subject matter emphasizing nature and seasons, and how the seasons affect human lives.

6. Images in Haiku Poetry • An emphasis on images rather than explanation. • A structure of ideas based on a one-line image and a two-line image. • A shift in the scale of images, from a large-scale image (the world, or natural forces) to a small-scale image (a part of the world, a person or object), or vice versa.

7. The Social Dimension of Haiku • In Japan, the writing and reading of haiku is not merely a “literary” or “artistic” pursuit. • It is linked to broader cultural beliefs and practices—for example, a cultural life that is strongly linked to the passage of the seasons. • Because this form of poetry is culturally specific, we readers may not form the same response, or make the same meaning, as a Japanese reader of the same poem.

8. Social Dimension, cont. • For instance, a lot of Western readers prefer the strong speaker’s voice of a narrative. • This shows how context and personal experiences influence our reading/meaning making of a text.

9. The Sonnet • Important form in the history of English poetry • Originated in Italy and spread to England in 16th century • Often written for the purpose of praising or complimenting someone (like receive a Valentine’s card) • Often compare the favored person to the beauties of nature • Poets would write sonnets to flatter someone who might be able to offer them employment, like royalty.

10. Structure • 14 lines • ababcdcdefefggrhyme scheme • 4 parts to a sonnet (3 sets of 4 lines, 1 set of 2 lines) • Each part is normally about a new idea/subject • Last 2 lines are often the “big idea”

11. Lyric Poetry • Expresses strong emotions and feelings about a topic • Short (under 100 lines) • In ancient Greece, lyric poetry was accompanied by a lyre (stringed instrument) • Even now, sometimes set to music or a specific beat

12. Ode • A type of lyric poetry • Traditionally, odes praise people, the arts, or natural scenes • Many modern odes praise “silly” or nonsensical things

13. Free Verse • Most common form of poetry by modern poets • Typically no set rhyme or strict rhythmical pattern • Lines can be of varying lengths • The physical layout of the words on the page guide the reading

14. As You Read • Read through the following examples of odes and free verse poems. • On your sheet of paper, first write the title of the poem. • Then list out examples of literary devices (metaphor, simile, personification, onomatopoeia, imagery) . Use your literary handout to help you.

15. Children’s Poetry Why is there so much poetry geared towards children? In other words, why do children like poetry?

16. Literary Term Focus • Diction—writer’s choice of words • Imagery—descriptive language using the 5 senses

17. “The Jumblies” (1863) • Written by Edward Lear—nonsensical limericks, challenged what society conserved to be “good” poems (too serious for his taste) • Is about a group of people called the Jumblies, who go on an adventure to “the mountains brown”—Are they brave or ridiculous? • Why is this poem appealing to kids?

18. “Jabberwocky” (1871) • Written by Lewis Carroll (Alice in Wonderland) • This poem was in the sequel, Through the Looking Glass • Alice finds the book while in a dream • Uses made up words like “vorpol sword” and “blithy gloves,” but we can follow a basic plot • Even Carroll does not know what all of the words mean… • Why does this poem appeal to children?

19. Reactions? • Alice’s reaction in the story:'It seems very pretty,' she said when she had finished it, 'but it's rather hard to understand!' (You see she didn't like to confess, even to herself, that she couldn't make it out at all.) 'Somehow it seems to fill my head with ideas—only I don't exactly know what they are! However, somebody killed something: that's clear, at any rate'

20. “Fossils” • Written by Ogden Nash (famous for limericks) • You will read and explicate this poem independently.

21. Greeting Card • Create a greeting card using the structure of one of the poems we have studied in class. • Card must be created for a “real” person: a parent, bf/gf, friend, sibling, teacher, etc. • Requirements: At least 2 images, at least 1 poem that follows the guidelines of that form, color, neatness, attractiveness, AND • A written message that includes 2 examples of correct SVA, one using compound subjects, one using an indefinite pronoun as subject.

22. Narrative Poetry • Tells a story but with a poetic flair • Has some of the same elements as a story: characters, setting, plot, conflict, mood, dialogue, etc. • Uses poetic devices: rhyme, rhythm, figurative language, imagery, etc.

23. Ballad • Short, narrative poem that is meant to be sung • Often tells of love, death, and/or the supernatural • Has rhythm and repeated phases (refrain) • Simple language and short dialogue