Showing posts with label poems. Show all posts
Showing posts with label poems. Show all posts

Saturday, April 25, 2020

Poetry Jam Rubric

Poetry Jam Rubric



1
2
3
Level of Difficulty
Simple, Easy, Short
Somewhat challenging
Extremely challenging
Memorization
Not at all
Kind of
Absolutely
Physical Presence
No eye contact; stiff & uncomfortable
Comfortable & confident
Authoritative, compelling
Dramatic Voice & Articulation
Inaudible, distracted, over-emoting
Clear, adequate; not overly stylistic
Mastery of rhythm, skillful, reflects meaning

Original poetry = 1 extra point

Thursday, March 26, 2020

Poetry Worksheet

Title of Poem:  ___________________________                    
Author:  ____________________________

1.      What is the dramatic situation of the poem? (What is taking place literally?)
  
2.      Who is the speaker in the poem? (Or, at least, what do we know about him/her?)
  
3.      Where is the setting of the poem? Where is the speaker? When does it take place?
  
4.      What is a possible theme of the poem?  In other words, what ideas or concepts does the author want you to think about?
  
5.      How does the poet use language? Is it elevated or fancier language? Is it more vernacular, colloquial, or casual?

INTERPRETING POETRY



WHAT IS POETRY?
Poetry is often considered mystical or spiritual.  It has been called “the most intimate and volatile form of literary discourse” that can deepen “our capacity for personhood, our achievement of humanity.”  Poetry also “conveys heightened forms of perception, experience, meaning, or consciousness in heightened language” (Brogan 938). As a “heightened mode of discourse,” poetry exhibits “intensified speech” by using conventions that are considered defining characteristics (Hirsch 27).


ELEMENTS OF POETRY
DICTION
Diction refers to the poet’s choice of words.  Poets often choose words that contribute to the poem’s meaning on both a denotational and a connotation level.
·         Denotation:  the object or idea that the word represents; the dictionary meaning
·         Connotation:  the subjective, emotional association that a word has for one person or a group of people.
·         Wordplay:  double meanings and puns.


SYNTAX
Syntax is sentence structure, the way words go together to make sentences. Poets often invert the normal word order so that they can make a sentence rhyme, to fit a metrical pattern, or to emphasize an idea.  Further difficulties arise because sentences are so long that we forget how they begin. 


CHARACTERIZATION, POINT OF VIEW, PLOT, SETTING AND THEME
Poems do not always offer a “story” in a conventional sense, but action may be implied, a place or time may be important, and characters may dramatize the key issues of the poem.


POINT OF VIEW
According to T.S. Eliot, in any poem there is always a speaker, “I” of the poem.  The first voice is the voice of the poet talking to himself (or to nobody).  The second voice is the voice of the poet addressing an audience, whether large or small.  The third is the voice of the poet when he is saying, not what he would say in his own person, but only what he can say within the limits of one imaginary character addressing another imaginary character.  (Eliot, 96)


IMAGERY
Descriptive Language:  The poet often uses descriptive imagery to underscore other elements in a poem, such as tone, meaning, and characterization.  All of the senses can be engaged (touch, visual, motion, sound, thermal/temperature)
Figurative Language:  A second consideration about imagery refers to a conscious departure from normal or conventional ways of saying things. 
·         Tropes (literally “turns”) extend the meaning of words beyond their literal meaning.
·         Similes:  Using comparative words (like or as), a simile makes an analogous connection between two items.
·         Metaphors:  Generally, a metaphor is any analogy which shows similarity between things that are basically different.  Specifically, a metaphor is a type of figurative language that assumes a connection or comparison without using like or as.
·         Personification:  A more indirect analogy, personification bestows human characteristics to any inanimate object, animal, or abstract quality.
·         Extended Metaphor:  When a poet carries out a singular analogy throughout an entire poem, he has written an extended metaphor.
·         Symbolism:  Symbolism appeals to poets because symbols are highly suggestive.  A symbol is an object that represents an abstract idea or ideas.  The most powerful symbols are those that do not exactly specify the ideas they represent and carry meaning on multiple levels.



THE SOUND OF POETRY:  MUSICAL ELEMENTS
Rhythm:  One of the most naturally pleasing elements of poetry, rhythm, is related to the pulse, the heartbeat, the way we breathe. 
Meter:  All human speech has rhythm, but poetry regularizes that rhythm into recognizable patterns.  These are called meters.  Metrical patterns vary depending on the sequence in which the poets arrange the accented (á) and unaccented (ă) syllables.  The unit that determines that arrangement is the foot; a foot is one unit of rhythm.
Word Sounds
·         Devices using word sounds:
·         Onomatopoeia:  the use of words that sound like what they mean (“buzz,” “boom,” “hiss,” “pop,” etc.)
·         Alliteration:  the repetition of consonant sounds at the beginning of words or at the beginning of accented syllables.
·         Assonance:  the repetition of vowel sounds followed by the different consonant sounds.
·         Consonance:  the repetition of final consonant sounds that are preceded by different vowel sounds.  Consonance is the opposite of alliteration which features initial consonance sounds.
·         Rhyme:  the repetition of accented vowels and the sounds that follow.  There are subcategories of rhyme:


STRUCTURE
Structure is the way the whole poem is organized and put together.  Poets give structure to their poems in two overlapping ways:  by organizing ideas according to a logical plan and by establishing a pattern of units. 
Lines:  Poetry is organized in lines while prose is divided into paragraphs. They use various criteria for choosing line lengths.  The best known criterion is meter – the number of feet per line.
Enjambment:  Enjambment is the continuance of a phrase from one line to the next so that there is no pause at the end of the line.  An end-stopped line has a definite pause at the end.  Enjambed and end-stopped lines create different effects. 
Blank Verse:  A line form that is always enjambed is blank verse.  The sentences run from line to line as if the lines don’t exist.
Stanza:  Stanzas in a poem typically resemble one another structurally.  The have the same number of lines, length of lines, metrical patterns, and rhyme schemes.  They are physically separated by a space.
Rhyme scheme:  Any pattern of end rhyme is a traditional method of organizing stanzas.  Rhyme scheme refers to that pattern. 

TYPES OF STRUCTURES
The Sonnet:  The most famous fixed form in English, sonnets consist of fourteen lines of iambic pentameter. A Shakespearean sonnet rhymes abab/cdcd/efef/gg and has a structural division of three quatrains and a couplet.  A Petrarchan sonnet rhymes abbaabba in the octave and cdecde in the sestet.  Each kind of sonnet has a turn, a point in the poem at which the poet shifts from one meaning or mood to another.  The turn in the Shakespearean sonnet occurs between lines 12 and 13.  In the Petrarchan sonnet the turn occurs between the octave and the sestet.
The Ballad:  Defined as “a song, transmitted orally, which tells a story,” (Abrams, 18), ballads feature intense conflicts, emotional and melodramatic narratives, and are condensed retelling of portions of the whole story.
-----------------------------------------------------------------------------------------
Abrams, M.H.  A Glossary of Literary Terms.  7th ed.  Fort Worth, TX:  Harcourt Brace College Publishers, 1999.
Brogan, T.V. F. “Poetry.” The New Princeton Encyclopedia of Poetry and Poetics.  Ed. Alex
Hirsch, Edward.  How to Read a Poem and Fall in Love with Poetry.  San Diego:  Harcourt, 1999.
Preminger and T.V.F. Brogan.  Princeton, NJ:  Princeton UP, 1993.
Eliot, T. S. “The Three Voices of Poetry.”  On Poetry and Poets.  New York: Octagon Books, 1975, 96 – 112.

Saturday, April 5, 2014

Poetry Worksheet



Title of Poem:  _____________________________                    Author:  _________________________________

1. What is the dramatic situation of the poem? (What is taking place literally?)


2. Who is the speaker in the poem? (Or, at least, what do we know about him/her?)


3. To whom is he or she speaking? Who is the audience of the poem?


4. Where is the setting of the poem? Where is the speaker? When does it take place?


5. What is a possible theme of the poem?


6. Why does the speaker feel compelled to speak out?


7. What kinds of patterns are there in the poem? Does the poem rhyme? Does it have a particular rhythm?


8. How does the poet use language? Is it elevated or fancier language? Is it more vernacular, colloquial, or casual? Does the poet use a particular dialect or accent?



9. What is the tone (mood) of the poem at the beginning, at the end, and overall?

Thursday, December 13, 2012

Writing 2 Class Notes -- December 12

Greetings!

We closed out our Fall semester in great fashion.  I had made brownies, and other students brought in treats.  Our class yesterday was an effort to have a party while finishing up our writing class for the semester.

Our Quick Write was a group effort. Dividing the class into 3 groups, they were each given a list of Christmas Jokes without their punchlines.  They were to either guess what the real answer was or come up with a better one.  Most of the answers were puns or mutations of Christmas related words. Do you know the answer to these?
        1.   What did Adam say on the day before Christmas?
        2.   Who is never hungry at Christmas?
        3.  How do you know when there is a snowman in your bed? 
Some of the jokes were clever, and some were real "groaners."

Following our activity with the Christmas jokes, students handed in their final drafts of their Extended Definition or Classification Essays.  They also handed in any out-standing/ missing assignments.  After I finish grading these papers, I'll send out grades along with my thoughts about points and grades.

The students were assigned to bring in Christmas poems and took turns sharing their poetry aloud.  I'll put some of these on the blog site.  We had a couple of original poems, a limerick, and an haiku.

To close out the class, we had some Christmas-themed improvisation.  Each student drew a card with a Christmas word on it.  (e.g.  Christmas tree, Mary, Baby Jesus, Scrooge, etc.)  Each had to portray that word as a "character" and interact with another character.  For example, one student was "Christmas Lights" and another was "Snowman," and they had a short conversation so that we could guess their identities.  They were all good sports.

I've enjoyed this semester with this group of students.  They are a fun crew and are growing as writers. I'm looking forward to our Spring semester.

Have a blessed holiday season!
Mrs. Prichard

PS.  The punch lines to the jokes above:
        1.  "It's Christmas, Eve."
        2.  The turkey -- it's stuffed.
        3.  It's all wet.

This week's blog

Christmas Poems, Part 3

Below are poems shared by students in class.


Stopping by woods on a snowy evening (Robert Frost)
(from C.V.P)


Whose woods these are I think I know.  
His house is in the village though;  
He will not see me stopping here  
To watch his woods fill up with snow.  

My little horse must think it queer  
To stop without a farmhouse near  
Between the woods and frozen lake  
The darkest evening of the year.  

He gives his harness bells a shake  
To ask if there is some mistake.  
The only other sound’s the sweep  
Of easy wind and downy flake.  

The woods are lovely, dark and deep.  
But I have promises to keep,  
And miles to go before I sleep,  
And miles to go before I sleep.




The Night Before Christmas
(from K.T.)

Twas the night before Christmas, when all through the house
Not a creature was stirring, not even a mouse.
The stockings were hung by the chimney with care,
In hopes that St Nicholas soon would be there.

The children were nestled all snug in their beds,
While visions of sugar-plums danced in their heads.
And mamma in her ‘kerchief, and I in my cap,
Had just settled our brains for a long winter’s nap.

When out on the lawn there arose such a clatter,
I sprang from the bed to see what was the matter.
Away to the window I flew like a flash,
Tore open the shutters and threw up the sash.

The moon on the breast of the new-fallen snow
Gave the lustre of mid-day to objects below.
When, what to my wondering eyes should appear,
But a miniature sleigh, and eight tinny reindeer.

With a little old driver, so lively and quick,
I knew in a moment it must be St Nick.
More rapid than eagles his coursers they came,
And he whistled, and shouted, and called them by name!

"Now Dasher! now, Dancer! now, Prancer and Vixen!
On, Comet! On, Cupid! on, on Donner and Blitzen!
To the top of the porch! to the top of the wall!
Now dash away! Dash away! Dash away all!"

As dry leaves that before the wild hurricane fly,
When they meet with an obstacle, mount to the sky.
So up to the house-top the coursers they flew,
With the sleigh full of Toys, and St Nicholas too.

And then, in a twinkling, I heard on the roof
The prancing and pawing of each little hoof.
As I drew in my head, and was turning around,
Down the chimney St Nicholas came with a bound.

He was dressed all in fur, from his head to his foot,
And his clothes were all tarnished with ashes and soot.
A bundle of Toys he had flung on his back,
And he looked like a peddler, just opening his pack.

His eyes-how they twinkled! his dimples how merry!
His cheeks were like roses, his nose like a cherry!
His droll little mouth was drawn up like a bow,
And the beard of his chin was as white as the snow.

The stump of a pipe he held tight in his teeth,
And the smoke it encircled his head like a wreath.
He had a broad face and a little round belly,
That shook when he laughed, like a bowlful of jelly!

He was chubby and plump, a right jolly old elf,
And I laughed when I saw him, in spite of myself!
A wink of his eye and a twist of his head,
Soon gave me to know I had nothing to dread.

He spoke not a word, but went straight to his work,
And filled all the stockings, then turned with a jerk.
And laying his finger aside of his nose,
And giving a nod, up the chimney he rose!

He sprang to his sleigh, to his team gave a whistle,
And away they all flew like the down of a thistle.
But I heard him exclaim, ‘ere he drove out of sight,
"Happy Christmas to all, and to all a good-night!"

Christmas Poems, Part 2

More poems from the students for a December 12 class.

Winter Haiku
(from T.B.)
Read both options.  How does the meaning change depending on the placement of the period?

Opt. 1
I giggle and fall.
In the drift of crystal white
Snow Angel appears.

Opt. 2
I giggle and fall
In the drift of crystal white.
Snow Angel appears.

Christmas Poem
(from B.C.)
The angels in the snow with their beauty
Remind me of my duty
To Christ, as a child he did come
So that I might have freedom.



The Ultimate Gift
(from J.M.)
As the stockings were hung by the chimney with glee
Some are for others but one is just for me.

As we hang all the ornaments and light the Christmas tree
I gaze down under to the nativity scene I see.

All of the wooden figures that put me in the mood
Especially baby Jesus in a bed made for food.

One day, all the earth will give joy
For the one simple birth of this tiny little boy.

He changed the course of history by changing the way of life
No matter who you are, boy or girl, husband or wife.

He cleansed our lives and took away the loss
He did this by giving his life on the cross.

They wrapped his dead body and laid him in a tomb
But three days from then, it was just an empty room.

All his words and teaching he gave
Had just one purpose, to seek and to save.

His arms are wide open to anyone that is willing
And he will come into their hearts like a much needed filling

He has love for everyone no matter why they have done.
How is this possible?  Well he is simply the chosen one.

So next time you see all the gifts under the tree
Just remember Jesus died, for every human being

Eternal life may seem far away, like a drift
But through the living Christ it is truly the greatest gift.

Christmas Poems, Part 1

Below are the Christmas poems from our December 12 class:

Christmas Poem
(from S.V.)
I made a Christmas wish for you,
For a holiday full of pleasure,
Friends and family all around
And memories to treasure.



Roses are red
(from K.S.)
Roses are red,
Snow is white
Candy canes are both,
And that is right.
(K.S.)


Christmas Poems by L M Willson
(from M.D.)
 It was a silent night in Bethlehem,
When Christ our King was born,
While shepherds watched their sheep,
On that very early morn.

A brilliant star was shining,
Upon that sacred shrine,
Of the Holy Family kneeling,
Beside the manger of God Divine.

The shepherds followed this radiant star,
Of royal beauty bright,
And listened to the angels sing,
While praising God all through the night.

Hosanna in the highest,
Unto Him all nations sing,
Christ our Saviour is born this night,
'Tis Christ our Saviour King.

The radiance of His being,
Will shine through all our lives,
And crush the sins of all mankind,
Upon which all evil thrives.

Oh Blessed Child of Mary,
To whom all the world will bow,
'Tis God's Son - The only One,
To this our God forever will avow.

Oh loving Saviour of mankind,
The souls of man both then and now,
Will sing Your praises forever,
And unto You all knees will bow.

Each year we'll celebrate Your birth,
To please our God our King,
And pray You will come again,
So peace to this world You'll bring. 


Thursday, December 6, 2012

Because I could not stop for Death

Because I could not stop for Death


Because I could not stop for Death,
He kindly stopped for me;
The carriage held but just ourselves
And Immortality.

We slowly drove, he knew no haste,
And I had put away
My labor, and my leisure too,
For his civility.

We passed the school where children played,
Their lessons scarcely done;
We passed the fields of gazing grain,
We passed the setting sun.

We paused before a house that seemed
A swelling of the ground;
The roof was scarcely visible,
The cornice but a mound.

Since then 't is centuries; but each
Feels shorter than the day
I first surmised the horses' heads
Were toward eternity.

Friday, November 30, 2012

I Hear America Singing by Walt Whitman

from the Poem of the Week website:

Walt Whitman (1819-1892)
                       I Hear America Singing.
    I hear America singing, the varied carols I hear,
    Those of mechanics, each one singing his as it should be blithe
              and strong,
    The carpenter singing his as he measures his plank or beam,
    The mason singing his as he makes ready for work, or leaves off
              work,
    The boatman singing what belongs to him in his boat, the deck-
              hand singing on the steamboat deck,
    The shoemaker singing as he sits on his bench, the hatter singing
              as he stands,
    The woodcutter's song, the ploughboy's on his way in the morn-
              ing, or at noon intermission or at sundown,
    The delicious singing of the mother, or of the young wife at work,
              or of the girl sewing or washing,
    Each singing what belongs to him or her and to none else,
    The day what belongs to the day—at night the party of young
              fellows, robust, friendly,
    Singing with open mouths their strong melodious songs.