Poetry Unit

12 CP English

Concepts to be Covered & Assessed: 1. Form and Structure2. Diction and Word Choice3. Sound Devices4. Poetic Analysis

Types of Poetry Learned:

• Lyric• Sonnet

• English • Italian

• Ballad• Haiku• Tanka

• Prose• Psalm• Hymn• Epic

Final Assessment will be a poetry portfolio filled with 5 original poems and 2 poetic analyses.

Poetry Unit Final Assessment: Portfolio Including Poetic Analysis

(150 points)

• Part I: Personal Collection: total of 5 poems due after break 01/02• Lyric Poem (15 points) due Friday, 12/5• Sonnet (25 points) due Thursday, 12/11• Haiku OR Tanka (10 points) due Wednesday, 12/17• Prose OR Psalm OR Hymn (20 points) due Monday, 12/21• Epic (30 points) due Monday, 01/05

*Must use all requirements from notes on poetic form, structure, devices, and topic within each aforementioned poem*

• Part II: Poetic Analysis due 01/12• Selected Poem (35 points)• Original Poem (15 points)

Midterms: January 15 & 16

GET OUT YOUR LYRIC POEM EXAMPLE…

If you were absent OR didn’t bring one, please find any lyric poem on the internet RIGHT NOW and copy it down on a separate sheet of paper… mark absent at the top.

LYRIC POEM ACTIVITY

1. Identify if there is a rhyming scheme for your lyric poem. Is there a line, phrase, or word that is repeated?

2. What is the topic of the poem? What is the overall mood created by the poem?

3. Does the poem seem personal and/or emotional?

4. How many lines is the poem you chose?

5. What made you select this poem for today?

LYRIC POEM ACTIVITY

Now switch poems with a partner… read the entire poem and answer the same questions from the previous slide based on your peer’s poem.

LYRIC POETRY

• Originated by the Greeks

• Lyric Age: lyric poems were different than the epic poetry the population was used to.

• This was the 1st time in history that poets told us their name and sang of their loves, hates, triumphs and failures.

• Up to this point, the poetry was all about heroic deeds of warriors and gods.

LYRIC POETRY

• Lyric poem: poetry that focuses on expressing private emotions or thoughts

• Sonnets and Ballads are also examples of lyric poetry

• Elements that make up a lyric poem:

• customarily accompanied by music • brief• intensely passionate• emotional• down-to-earth

RHYME SCHEMES

• There are a variety of “rhyming schemes” for lyric poetry…

• Some examples: • 1st & 2nd and 3rd & 4th each stanza rhyme• 2nd and 4th lines of each stanza rhyme• repeat a phrase or line throughout the stanzas

• ie. Starting with each line with the same phrase or ending each verse with the same line

• use a “chorus” of 2-4 lines in between stanzas

LYRIC POEM ACTIVITY CONT’D

Now, go back and look at your book and your responses, do you think that the poem you chose is a “typical” example of a lyric poem?

ASSIGNMENT:Writing your own lyric poem-

Topic Choices:

Love Hate Triumph Failure

Requirements:

• 2-4 verses, 1 chorus repeated

• Rhyme Scheme: use one of the examples mentioned before

• At least ONE piece of figurative language (simile, metaphor, hyperbole, symbol, OR allusion)

• Rough draft: Handwritten or typed due Thursday, 12/4 (quiz)

• Final draft: Typed, titled and included in portfolio due by end of class Friday, 12/5 (assessment)

LYRIC POEM: ROUGH DRAFT DUE!

Agenda:

1. Self-Evaluation

2. Have someone else read your poem and then review your answers…are there any disagreements? Allow your peer to review your concerns for the final draft.

LYRIC SELF- EVALUATION

1. What’s your topic? Why this topic?

2. What’s your intended mood?

3. What words do you want to stand out to the reader?

4. Is there a rhyming scheme? What is it? (AABB, ABAB, ABCB) None? Why?

5. Is there a line, word, or phrase that repeats?

6. Do you have a chorus? How many lines make up the chorus? And how many times does it repeat?

7. What are your concerns regarding your final draft at this time?

LYRIC PEER EVALUATION

1. What’s the author’s topic?

2. What’s is the tone regarding this topic? And what is the overall mood? Does the mood change at all?

3. What words stood out to you? What was the example of figurative language used?

4. Is there a rhyming scheme? What is it? (AABB, ABAB, ABCB)

5. Is there a line, word, or phrase that repeats?

6. Do they have a chorus? How many lines make up the chorus? And how many times does it repeat?

7. What is the overall meaning of this poem? What was something you really liked about it?

AGENDA:

Final draft of the lyric poem due! 3 hole punch and place in “portfolio”.

Author’s Chair ?

Sonnets and Ballads

SONNET AND BALLADS12 CP ENGLISH

POETRY UNIT

SONNET

Sonnet: a 14 line lyric poem, usually written in iambic pentameter, that has one of several traditional rhyme schemes.

• 2 types: Petrarchan (Italian) and Shakespearean (English)

• Petrarchan (Italian) Sonnet

• 2 parts: An 8 line stanza called the octave where a problem or question is posed (rhyme scheme: abbaabba) and a 6 line stanza called the sestet where the answer or resolution is presented (cdecde OR cdcdcd, OR ccdeed). At the end of the octave or the beginning of the sestet, there is a line where the poem begins to take an abrupt turn this is called the volta.

PETRARCHAN SONNET (ITALIAN)

Sonnet 15 by Petrarch

Tears, bitten tears fall in a bitter rain,

And my heart trembles with a storm of sighs

When on your beauty bend my burning eyes,

For whose sole sake the world seems flat and vain.

But ah, when I can see that smile again,

That chaste, sweet, delicate smile, then passion dies

Withered in its own flaming agonies:

Gazing upon you, passion is lost and pain.

But all too soon my very soul is rocked

When you depart and with your passing dear

Pluck from my perilous heaven my stars, O Sweet!

Then at the last, but Love’s own keys unlocked,

My soul from our my body leaping clear

On wings of meditation finds your feet.

Red: OctaveBlue: VoltaBlack: Sestet

TEXTBOOKS

Turn to page 682 and read Sonnet 61 and To Helene and complete the worksheet.

DO NOW:

1. Hand in “Sonnet 61” and “To Helene” homework in the basket

2. Final draft of Lyric Poem due

• Rough draft, self and peer evaluations all must be turned into manila folder

3. Get out Poetry Notes:

• We will finish notes on Ballads and English Sonnets

BALLAD

Ballad: a song or songlike poem, often from the oral tradition, that tells a story.

• Most ballads have a rhythm and rhyme and use simple language and refrains as well as other kinds of repetition.

• AKA- narrative songs

• Ballads were popular in the medieval age.

• They told the kind of sensational stories that make the headlines of today’s tabloids– stories about murder, love, revenge.

• Typical ballad stanza is a quatrain (4 line stanza) with the rhyme scheme abcb.

SONNET

• Shakespearean (English) Sonnet

• 3 quatrains (4 lined stanzas that express a related message) following by a couplet (a 2 line concluding stanza) with the rhyming scheme of abab cdcd efef gg

COMPARISONS

Pages 678-679

POETRY ASSIGNMENT #2: SONNET

Write a sonnet using any topic that you choose but you must follow the appropriate guidelines for the format chosen (Italian or English)

Refer back to your notes on the two forms of a sonnet. Use the sonnets discussed in class as examples.

You MUST include either a metaphor OR personification as your figurative language.

Rough draft due Tuesday, 12/9

DO NOW:

•Please have out rough draft of Sonnet on your desk!

Sonnet Self-Evaluation

1. What type of sonnet did you write?

2. What is the topic of your poem? If you wrote an Italian sonnet, what is the problem or question posed and what is the answer/solution you provide?

3. What is the rhyming scheme of the entire sonnet?

4. What example of figurative language did you use? Write out the line.

5. What are your concerns regarding your final draft of your sonnet?

Sonnet Peer-Evaluation

Sonnet Self-Evaluation

1. What type of sonnet did they write?

2. What is the topic of the poem? If an Italian sonnet, what is the problem or question posed and what is the answer/solution you provide? What line was the volta?

3. What is the rhyming scheme of the entire sonnet?

4. What example of figurative language did they use? Write out the line.

5. What words/phrases stood out to you? What was the overall mood of the poem?

6. What do you think the intended attitude towards the topic is (tone)?

Poetry Unit: Japanese PoetryTanka and Haiku

12 CP English

Basic Definitions

Haiku: a brief, unrhymed, three-line poem developed in Japan in the 1600s

Tanka: a five-line Japanese poem that evokes a strong image or emotion through indirect means.

Well-known form of Japanese poetry usually about nature

Elements that make up a haiku: Short! (traditionally 3 lines, 5-7-5, 17 syllables)

Haikus usually express just one moment in time (not what happened before or after)

Imagery (use sensory details to paint a vivid picture)

But no similes or metaphors- keep it simple!

Nature (typically about nature or using seasonal references)

Simple language (no need to be wordy; concise is always best)

Haiku Poets: pg 449 in Elements of Literature textbook

Read the haiku’s by Matsuo Basho on pages 449-450 and answer the “Thinking Critically” questions on page 454 in complete sentences

Reminder:Mood is the overall emotion created by

a work of literature Tone is the author’s attitude towards a

subject

How to write a haiku…

Write of a specific event or observation; do not write in general terms.

Write in the present tense. Try to indicate the feelings of the poet as she/he is writing

the poem.

When describing an event, present it as an image.

For example, the following is NOT a traditional haiku:

I watched the rain Drops as they splattered Into the puddle.

As written by a 4th grade student, the same sentiment is expressed as haiku:

Soft warm splattering Echoing in circles Settle in the puddle.

*Tanka* Tanka means “short songs” in Japanese

AKA brief lyrical poems

Invented more than a thousand years ago

Consists of exactly 31 syllables that are divided among 5 lines Traditionally: 3 lines have 7 syllables and the other 2 lines have 5

syllables Lines 1 and 3 – 5 syllables

Lines 2, 4 & 5- 7 syllables

Contains beauty and emotion through strong imagery …it’s just as important in what the poet does not say as it is important as what the poet does say. (direct vs. implied)

Typically written about nature, seasons, love, sadness, or any other strong emotion Contains similes or metaphors

How to write a tanka:

What can create a strong emotion? You may want to incorporate art again if you are having

trouble selecting a subject.

Vivid imagery (using sensory details to paint an image in your reader’s minds)

Include a simile or metaphor (YOUR TANKA MUST DO THIS)

Start the with a description of the image (lines 1 & 2)

Then, write your response to this image (lines 3-5)

Thinking Critically about Tankas pg 443-445 in Elements of Lit textbook

Read the tankas on pages 443 & 444 and answer the Thinking Critically questions IN COMPLETE SENTENCES on page 445

Put your responses on the same paper that you did the Haiku Thinking Critically questions

Synthesia

End-jammed/End-stopped LinesMasculine/Feminine Rhyme Schemes

Poetic Devices

End Jammed vs. End Stopped • End Jam: The sentence runs into the next line

• An example is from an extract from The Winter's Tale by Shakespeare is heavily enjambed (end jammed).

I am not prone to weeping, as our sexCommonly are; the want of which vain dewPerchance shall dry your pities; but I haveThat honourable grief lodged here which burnsWorse than tears drown.

• End Stop: The unit ends when the line ends • An example of end-stopping can be found in the following extract from

The Burning Babe by Robert Southwell; the end of each line corresponds to the end of a clause.

As I in hoary winter's night stood shivering in the snow,Surprised I was with sudden heat, which made my heart to glow;And lifting up a fearful eye to view what fire was near,A pretty babe all burning bright did in the air appear.

In this extract from The Gap by Sheldon Vanauken, the first and third lines are end-jammed, while the second and fourth are end-stopped:

All else is off the point: the Flood, the DayOf Eden, or the Virgin Birth—Have done!The Question is, did God send us the SonIncarnate crying Love! Love is the Way!

End-jammed or End-stopped?

“An Essay on Man: Epistle I”:

Then say not man’s imperfect, Heav’n in fault; Say rather, man’s as perfect as he ought: His knowledge measur’d to his state and place, His time a moment, and a point his space. If to be perfect in a certain sphere, What matter, soon or late, or here or there? The blest today is as completely so, As who began a thousand years ago.

End-jammed or End-stopped?William Carlos Williams’s “Between Walls”:

the back wings of the

hospital where nothing

will grow lie cinders

in which shine the broken

pieces of a green bottle

Masculine vs. Feminine Rhyme Schemes• Choosing between masculine and feminine rhymes can change

the tone and feeling of your poem• Feminine rhymes tend to create a more emotional and personal

tone• However, the vast majority of English poetry is written in

Masculine Rhyme.

• “Masculine” rhyme refers to rhyming words with their stressed

final syllable • for example: cat/mat, refrain/complain, respect/collect, learn/return

• “Feminine” rhyme refers to rhyming words by their stressed penultimate (second to last) syllable; • for example: keeping/weeping, smarter/barter, fire/desire,

collection/correction

Anaphora• The term “anaphora” comes from the Greek for “a

carrying up or back," and refers to a type of parallelism created when successive phrases or lines begin with the same words, often resembling a litany.

• The repetition can be as simple as a single word or as long as an entire phrase. As one of the world’s oldest poetic techniques, anaphora is used in much of the world’s religious and devotional poetry, including numerous Biblical Psalms.

• Not only can anaphora create a driving rhythm by the recurrence of the same sound, it can also intensify the emotion of the poem.

Elizabethan and Romantic poets were masters of anaphora, as evident in the writings of William Shakespeare. Shakespeare frequently used anaphora, in both his plays and poems.

For example, in Sonnet No. 66, he begins ten lines with the word “and”:

“Tired with all these, for restful death I cry,As to behold desert a beggar born,

And needy nothing trimm’d in jollity,And purest faith unhappily forsworn,

And gilded honour shamefully misplac’d,And maiden virtue rudely strumpeted,

And right perfection wrongfully disgrac’d,And strength by limping sway disabledAnd art made tongue-tied by authority,And folly--doctor-like--controlling skill,And simple truth miscall’d simplicity,

And captive good attending captain ill:Tir’d with all these, from these would I be gone,

Save that, to die, I leave my love alone.”

Writing prose, psalms, hymns, and epic poetry.

Poetry Unit (3)

Prose/Psalm/Hymn• You will choose one of the following types of

poems and create an original piece following the guidelines of the type you select.

• Prose: Prose poetry looks a lot like an excerpt from a narrative. A prose poem tells a story. • While it lacks the line breaks associated with poetry, the prose poem maintains a poetic quality, often utilizing techniques common to poetry, such as fragmentation, compression, repetition, and rhyme.

• The prose poem can range in length from a few lines to several pages long, and it may explore a limitless array of styles and subjects.

Read More Examples: http://www.prose-poems.com/examples.html

Prose/Psalm/Hymn• Hymns: Hymns are like prayers that can be turned

into songs. Hymns are usually “composed” with the intent of putting it to music.

• Hymns usually include rhyme or repetition (select one) and end with the “best” line

• Options: Write your own, original hymn OR write 2 stanzas to a hymn that already exists

Tip for Getting Started: Select a verse or passage from a religious based text (such as the Bible) and use that as inspiration or select phrases/lines that can be included in your hymn

Prose/Psalm/Hymn• Psalm: Psalms are also known as prayers or songs

• The psalms cover the full range of human emotion through prayers, cries, questions, laments and praises to a higher power

• Do not need to rhyme or be repetitive, but do include other poetic devices such as extended metaphors or similes and imagery

• Topics to choose from:

1) praise 2) ask for help3) gratitude4) ask for forgiveness 5) Worship

• Psalms usually provide encouragement, joy, faith and hope.

Tips to writing a psalm: http://www.fellowshipnwa.org/Websites/fellowshipnwa/images/Visitors/How_To_Write_a_Psalm.pdf

Assignment #1: Prose/Psalm/HymnAssessment Score: 15 points

• Follow the guidelines of the type you choose to write about

AND ALSO…. • Must be 8 lines (2 verses) • Must have rhyme OR repetition • Must include an anaphora • Must include imagery

Rough draft due: Friday, 12/20Final draft (typed, titled and in portfolio) due: January 2, 2014

Antithesis

Assignment #2: Epic PoemAssessment Score: 25 points

Epic Poem: Writing about a larger than life figure!Assignment: Write about a hero (can be yourself, family member, god/goddess, superhero) and tell about an adventure where the hero was assigned a “task” or job to do and their journey to complete this assignment then the hero’s return home; • Must include super power but ALSO a flaw that derails the

hero’s journey • Does not HAVE to rhyme but must be 20 lines! • Must include at least 2 end-jammed and 2 end-stopped

lines• Must include an antithesis

• Rough draft due: Friday, 12/20• Final draft (typed, titled and will go in portfolio): due 01/02