Mini-book Page 1 Structure in poetry:

1. Mini-book Page 1Structure in poetry: • Line • Line break: where the poet chooses to end a line • End-stopped: line ends with a comma, period, dash, semicolon, or other punctuation mark • Used to ________________________________________________ • Enjambment: sentence or clause runs onto next line without a stop • Used to ________________________________________________ • Stanza: group of lines

2. Poems with unique structures: • Poems we already wrote • “l(a” by e. e. cummings: http://www.youtube.com/watch?v=hXP-7byD7fo • “Women” by Alice Walker: p. 327 • “Astonishment” by WislawaSzymborska: p. 330 • Exit Ticket Assignment: Choose ONE: • Rewrite “Women” in prose (paragraph) form; add punctuation where you see fit. Answer this question below the rewritten poem: How did your changes affect the poem? OR • Rewrite “Astonishment” as a declarative poem with all statements and no questions. Answer this question below the rewritten poem: How did your changes affect the poem?

3. Poems with unique structures: me la (a da rk se a) nc ho ly l(n o bo dy ‘s ho me) os t h(w arm sun ny da y) app in e ss b (th ed ar kk ni gh t) at man s(h idd en b ehi nda m as k) hy

4. Mini-book Page 2Sound devices in poetry: • Alliteration: repetition of initial consonant sounds • Example= Peter Piper picked a peck of pickled peppers. • Onomatopoeia: use of words that sound like the actual sounds they describe • Examples= buzz, hiss, pop, pow, whap, animal sounds • “Cassette” by Brave New Voices: http://www.youtube.com/watch?v=OHPH7bcUzJM

5. Mini-book Page 2Sound devices in poetry: • Rhyme: words with the same terminal sound • Rhyme scheme: pattern of rhyme; labeled with letters • couplet: two successive rhymed lines of equal length (rhyme scheme= aa) • quatrain: four successive rhymed lines of equal length (rhyme scheme may vary) • Rhythm: pattern of sound created by rhyme, repetition, line lengths, emphasis on syllables, etc.

6. Poems with sound devices: • “Summer” p. 927 • Group Activity: Read your assigned poem aloud. List the last word of each line on your white board. Label the rhyme scheme with letters. • “Maggie and milly and molly and may” p. 329 • “I Wandered Lonely as a Cloud” p. 897-898 • “Woman’s Work” p. 920 • “Sonnet 30” p. 960

7. Mini-book Page 3Figurative language in poetry: • Figurative language: general term for words that communicate ideas beyond their literal meaning; often create vivid impressions by setting up comparisons between dissimilar things: “The Road Not Taken” p. 188-189 • Examples: I’m so hungry I could eat a horse! Go jump off a cliff! • Simile: comparison using “like,” “as,” or “than” • Examples: He is as tall as a tree. He is like a tall tree. • Metaphor: comparison between two dissimilar items without using “like,” “as,” or “than”; figure of speech in which a term or phrase is applied to something to which it is not literally applicable in order to suggest a resemblance • Examples: He is a tall tree. He has the height of the tallest trees in the forest.

8. Individual Activity:Writing Similes and Metaphors Metaphors: Similes: • I’m thinking about you like ________. • This week has made me feel like ________. • My best friend looks like ________. • I sing better than ________. • My worst enemy is ________. • The person I love the most is ________. • My family members are ________. • The students in this class are ________.

9. Poems with similes and metaphors: • “Dream Deferred” by Langston Hughes p. 904 • Does the poem use similes, metaphors, or both? • What items is a dream deferred compared to? • “Dreams” by Langston Hughes p. 905 • Does the poem use similes, metaphors, or both? • What items are dreams compared to? • “The Eagle” by Alfred, Lord Tennyson p. 906  • Does the poem use similes, metaphors, or both? • What item is the eagle compared to? • “‘Hope’ is the thing with feathers” by Emily Dickinson p. 908 • Does the poem use similes, metaphors, or both? • What item is hope compared to? What is the poet’s purpose for making each comparison?

10. Group Activity:Object-Idea-Metaphor You will receive an object and an idea. 1) Create a comparison chart for the object and idea (at least four bullets). Example:

11. Group Activity: (cont.)Object-Idea-Metaphor 2) Write metaphors using the information in your chart (at least four sentences). Examples: • A mind is a sponge that absorbs knowledge. • A mind is a sponge that holds knowledge. • A mind is a sponge because it can be brain-”washed.” • A mind is a sponge because dries up when it is not used.

12. Mini-book Page 4Figurative language in poetry (continued): • Imagery: use of language to create word pictures in a readers mind; vivid description that appeals to one or more of the senses (sight, hearing, touch, smell, taste, or feeling) • Personification: giving human characteristics to nonhuman animals, objects, or ideas

13. Poems with imagery and personification: Read two of the poems below. Copy some lines from each poem, and explain why you believe the lines show imagery or personification. • “Spearthrower” p. 231 • “Fifteen” p. 286 • “Combing” p. 326 • “Gifts” p. 505 • “Blackberry Eating” p. 914 • “Memory” p. 915 • “Eulogy for a Hermit Crab” p. 916 • “Meciendo/Rocking” p. 918-919

14. Mini-book Page 5Poetic devices that create meaning: • Speaker: narrator of poem; persona the author creates • Theme: poet’s main message communicated through the poem; general statement about life • Tone: speaker’s attitude toward the subject

15. Analyzing speaker, theme, and tone in poetry: • “So Mexicans are Taking Jobs from Americans” (handout) • “I Too Sing America” (handout) • “All Watched Over by Machines of Loving Grace” p. 476

16. Mini-book Page 6Language devices in poetry: • Diction: word choice, including the vocabulary used, appropriateness of the words, and vividness of the language • Symbol: concrete object, character, figure, or color that is used to represent an abstract idea or concept

17. Analyzing language devices in poetry: • “Beware: Do Not Read This Poem” p. 124-125 • “Slam, Dunk, and Hook” p. 228-229 • “Sympathy” p. 292 • “Jabberwocky” p. 400-401