POETRY T.I.M.E. Introduction to Poetry Analysis

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POETRY T.I.M.E. Introduction to Poetry Analysis. Anna J. Small Roseboro. Image. Oh no! Not POETRY!. DEFINITION SAMPLE LESSON EXPERIMENT. Oh no! Not POETRY!. FRUSTRATION !. FRUSTRATION!. Do you give up on Poetry?. Do you wonder --. How can I do this!?!?. I HAVE A IDEA. Lesson. - PowerPoint PPT Presentation

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<p>POETRY T.I.M.E. Introduction to Poetry Analysis</p> <p> POETRY T.I.M.E. Introduction to Poetry Analysis</p> <p>Anna J. Small Roseboro</p> <p>Imagewww.teachinglanguagearts.wordpress.comOh no! Not POETRY!</p> <p>DEFINITIONSAMPLE LESSONEXPERIMENThttp://teachingenglishlanguagearts.com/Oh no! Not POETRY!</p> <p>http://teachingenglishlanguagearts.com/FRUSTRATION !</p> <p>http://teachingenglishlanguagearts.com/We TEACHERS ARE FRUSTRATED. We enjoy poetry and want to share this pleasure with our students.</p> <p>FRUSTRATION!</p> <p>http://teachingenglishlanguagearts.com/Do you give up on Poetry?</p> <p>http://teachingenglishlanguagearts.com/Do you wonder --</p> <p>http://teachingenglishlanguagearts.com/How can I do this!?!?</p> <p>http://teachingenglishlanguagearts.com/I HAVE A IDEA</p> <p>http://teachingenglishlanguagearts.com/LessonDEFINITION OF POETRYLearn the T.I.M.E. StrategyUse the T.I.M.E. analysis to Understand a Poemto Write an Essay</p> <p>http://teachingenglishlanguagearts.com/Poetry isliterature designed to convey a vivid and imaginative sense of experience, especially by the use of condensed language chosen for its sound and suggestive power, as well as for its meaning and by the use of such literary techniques as structured meter, natural cadences, rhyme or metaphor.http://teachingenglishlanguagearts.com/Poetry isliterature designed to convey a vivid and imaginative sense of experience, http://teachingenglishlanguagearts.com/Poetry isliterature designed to convey a vivid and imaginative sense of experience, especially by the use of condensed language chosen for its soundhttp://teachingenglishlanguagearts.com/Poetry isliterature designed to convey a vivid and imaginative sense of experience, especially by the use of condensed language chosen for its sound and suggestive power,http://teachingenglishlanguagearts.com/Poetry isliterature designed to convey a vivid and imaginative sense of experience, especially by the use of condensed language chosen for its sound and suggestive power, as well as for its meaninghttp://teachingenglishlanguagearts.com/ and by the use of such literary techniques as structured meter, natural cadences, rhyme or metaphor.Poetry isliterature designed to convey a vivid and imaginative sense of experience, especially by the use of condensed language chosen for its sound and suggestive power, as well as for its meaninghttp://teachingenglishlanguagearts.com/Learn to tell the T.I.M.E.Youll have a key that can be used on any poetry assignment.</p> <p>http://teachingenglishlanguagearts.com/Read poem, Unfolding Bud," THREE times.READ silently. On your own paper, write words or phrases that puzzle or appeal to you.Next, read out loud stopping at the end of each line.Then, read out loud, stopping, this time, at marks of punctuation.</p> <p>http://teachingenglishlanguagearts.com/The Unfolding Bud by Naoshi KoriyamaOne is amazedBy a water-lily budUnfoldingWith each passing day,Taking on a richer colorAnd new dimensions</p> <p>http://teachingenglishlanguagearts.com/One is not amazed,At first glance,By a poem,Which is a tight-closedAs a tiny bud,</p> <p>http://teachingenglishlanguagearts.com/Yet one is surprisedTo see the poemGradually unfolding,Revealing its rich inner selfAs one read itAgainAnd over again.</p> <p>http://teachingenglishlanguagearts.com/Poems meant to be understood</p> <p>http://teachingenglishlanguagearts.com/</p> <p>http://teachingenglishlanguagearts.com/Linda Hargrove, ArtistThe Speaker and Audience In a couple sentences, write what you think the poem. Unfolding Bud is saying.If this poem were a part of a play, who could be the person speaking it?To whom could the person be speaking?</p> <p>http://teachingenglishlanguagearts.com/The speaker?</p> <p>WHAT CLUES FROM THE POEM?http://teachingenglishlanguagearts.com/The Audience?A special person?A special kind of person?A group of people?</p> <p>http://teachingenglishlanguagearts.com/Heres another way to SEE poetry.Tell the T.I.M.E.</p> <p>Time? Whats that?</p> <p>http://teachingenglishlanguagearts.com/T.I.M.E. MNEMONICT = The Title, Thought, ThemeI = ImageryM = MusicE = Emotion http://teachingenglishlanguagearts.com/The T of T.I.M.E.The TitleThe ThoughtThe Theme</p> <p>http://teachingenglishlanguagearts.com/Linda Hargrove, ArtistTITLE, THOUGHT, THEMEThe Unfolding Bud by Naoshi KoriyamaOne is amazedBy a water-lily budUnfoldingWith each passing day,Taking on a richer colorAnd new dimensions</p> <p>http://teachingenglishlanguagearts.com/One is not amazed,At first glance,By a poem,Which is a tight-closedAs a tiny bud,</p> <p>http://teachingenglishlanguagearts.com/Yet one is surprisedTo see the poemGradually unfolding,Revealing its rich inner selfAs one read itAgainAnd over again.</p> <p>http://teachingenglishlanguagearts.com/I = IMAGERYPoets use WORDS TO PAINT PICTURES in the minds of the readers and listeners.</p> <p>http://teachingenglishlanguagearts.com/Words Create Mental Picture</p> <p>http://teachingenglishlanguagearts.com/Linda Hargrove, ArtistKINDS OF IMAGERYCONCRETESightSoundTasteTouchSmell</p> <p>http://teachingenglishlanguagearts.com/KINDS OF IMAGERYFIGURATIVE - ComparisonsMetaphorSimileHyperbolePersonificationSymbol</p> <p>A=BSYNESTHESIA is one of my favorites to add. What does that term mean? Use Internet search to check all definitions.ExaggerationA is like BA is like a PERSONThing = Idea, Event, Etc.http://teachingenglishlanguagearts.com/The organist turned and hunched his shoulders. A high cascade of sound bubbled from the organ, spreading, thick and clinging, over the chapel, slowly surging.</p> <p>I could feel the odor of frying bacon reach deep into my stomach as I watched the counterman open the doors of the grill and turn the lean strips over and bang the doors shut again.SOUND DESCRIBED AS TOUCHODOR DESCRIBED AS TOUCHExamples of Synesthesiahttp://teachingenglishlanguagearts.com/M = MUSICRhythmRhymeSound</p> <p>AlliterationAssonanceOnomatopoeiahttp://teachingenglishlanguagearts.com/Music is the SOUND of poetry</p> <p>http://teachingenglishlanguagearts.com/</p> <p>http://teachingenglishlanguagearts.com/Linda Hargrove, ArtistLearn the I.T.A.D.sI = iambic u/ (unstressed stressed)T = trochaic /u (stressed unstressed)A = anapestic uu/ (2 unstressed - stressed)D = dactylic /uu (stressed 2 unstressed)</p> <p>FOOT OF POETRY set w/one stressed syllablehttp://teachingenglishlanguagearts.com/Expressed by the poet</p> <p>Experienced by readerE = EMOTIONTONEMOODhttp://teachingenglishlanguagearts.com/What does the POET feel about TOPIC of poem?</p> <p>How does poem make YOU feel?http://teachingenglishlanguagearts.com/</p> <p>http://teachingenglishlanguagearts.com/Linda Hargrove, ArtistT.I.M.E. MNEMONICT = Title, Thought, ThemeI = ImageryM = MusicE = Emotion </p> <p>Key to Understanding Poetryhttp://teachingenglishlanguagearts.com/</p> <p>Pay attention to the IMAGERY and MUSIC and you will have a clue to the following about a poem:Your turn to try it.</p> <p>http://teachingenglishlanguagearts.com/Tell the T.I.M.E. for this POEM.Im Nobody By Emily Dickenson</p> <p>Imagehttp://teachingenglishlanguagearts.com/Im Nobodyby Emily DickinsonIm nobody. Who are you?Are you nobody too?Then theres the pair of us.Dont tell. Theyll banish us you know.</p> <p>How dreary to be somebody!How public, like a frog.To tell ones name the livelong JuneTo an admiring bog.</p> <p>http://teachingenglishlanguagearts.com/Im Nobodyby Emily DickinsonIm nobody. Who are you?Are you nobody too?Then theres the pair of us.Dont tell. Theyll banish us you know.</p> <p>How dreary to be somebody!How public, like a frogTo tell ones name the livelong JuneTo an admiring bog.</p> <p>The Speakerhttp://teachingenglishlanguagearts.com/Im Nobodyby Emily DickinsonIm nobody. Who are you?Are you nobody too?Then theres the pair of us.Dont tell. Theyll banish us you know.</p> <p>How dreary to be somebody!How public, like a frogTo tell ones name the livelong JuneTo an admiring bog.</p> <p>The Speaker</p> <p>The Audiencehttp://teachingenglishlanguagearts.com/Im Nobodyby Emily DickinsonIm nobody. Who are you?Are you nobody too?Then theres the pair of us.Dont tell. Theyll banish us you know.</p> <p>How dreary to be somebody!How public, like a frogTo tell ones name the livelong JuneTo an admiring bog.</p> <p>IMAGERYCircle imageryhttp://teachingenglishlanguagearts.com/Im Nobodyby Emily DickinsonIm nobody. Who are you?Are you nobody too?Then theres the pair of us.Dont tell. Theyll banish us you know.</p> <p>How dreary to be somebody!How public, like a frogTo tell ones name the livelong JuneTo an admiring bog.</p> <p>IMAGERYhttp://teachingenglishlanguagearts.com/Im Nobodyby Emily DickinsonIm nobody. Who are you?Are you nobody too?Then theres the pair of us.Dont tell. Theyll banish us you know.</p> <p>How dreary to be somebody!How public, like a frogTo tell ones name the livelong JuneTo an admiring bog.</p> <p>MUSICRHYMEWrite A at end of lines that rhyme,B for words that rhyme. A pattern?http://teachingenglishlanguagearts.com/Im Nobodyby Emily DickinsonIm nobody. Who are you?Are you nobody too?Then theres the pair of us.Dont tell. Theyll banish us you know.</p> <p>How dreary to be somebody!How public, like a frogTo tell ones name the livelong JuneTo an admiring bog.</p> <p>MUSICRHYMEAABBhttp://teachingenglishlanguagearts.com/Im Nobodyby Emily DickinsonIm nobody. Who are you?Are you nobody too?Then theres the pair of us.Dont tell. Theyll banish us you know.</p> <p>How dreary to be somebody!How public, like a frogTo tell ones name the livelong JuneTo an admiring bog.</p> <p>MUSICRHYTHMEmphasize syllables in greenRHYMEhttp://teachingenglishlanguagearts.com/Im Nobodyby Emily DickinsonIm nobody. Who are you?Are you nobody too?Then theres the pair of us.Dont tell. Theyll banish us you know.</p> <p>How dreary to be somebody!How public, like a frogTo tell ones name the livelong JuneTo an admiring bog.</p> <p>MUSICRHYMERHYTHMAABBHow many beats per line?Name the kind of pattern.http://teachingenglishlanguagearts.com/Im Nobodyby Emily DickinsonIm nobody. Who are you?Are you nobody too?Then theres the pair of us.Dont tell. Theyll banish us you know.</p> <p>How dreary to be somebody!How public, like a frogTo tell ones name the livelong JuneTo an admiring bog.</p> <p>MUSICRHYMERHYTHMAABBhttp://teachingenglishlanguagearts.com/Im Nobodyby Emily Dickinson</p> <p>MUSICRHYMERHYTHMSOUNDAABBIm nobody. Who are you?Are you nobody too?Then theres the pair of us.Dont tell. Theyll banish us you know.</p> <p>How dreary to be somebody!How public, like a frogTo tell ones name the livelong JuneTo an admiring bog.</p> <p>Circle word(s) with unusual sounds.http://teachingenglishlanguagearts.com/Im nobody. Who are you?Are you nobody too?Then theres the pair of us.Dont tell. Theyll banish us you know.</p> <p>How dreary to be somebody!How public, like a frogTo tell ones name the livelong JuneTo an admiring bog.</p> <p>Im Nobodyby Emily Dickinson</p> <p>MUSICRHYMERHYTHMSOUNDAABBPleasant sound?http://teachingenglishlanguagearts.com/Im Nobodyby Emily DickinsonIm nobody. Who are you?Are you nobody too?Then theres the pair of us.Dont tell. Theyll banish us you know.</p> <p>How dreary to be somebody!How public, like a frogTo tell ones name the livelong JuneTo an admiring bog.</p> <p>EMOTIONEXPRESSEDWhat emotion does sound suggest?http://teachingenglishlanguagearts.com/Im Nobodyby Emily DickinsonIm nobody. Who are you?Are you nobody too?Then theres the pair of us.Dont tell. Theyll banish us you know.</p> <p>How dreary to be somebody!How public, like a frogTo tell ones name the livelong JuneTo an admiring bog.</p> <p>EMOTIONEXPERIENCEDWhat emotion(s) do the images and sounds create for you? Link to emotion words.http://teachingenglishlanguagearts.com/Now, write about either poem, Unfolding Bud or Im Nobody.Write a short paper which you describe in about a page your experience reading one of these poems.</p> <p>http://teachingenglishlanguagearts.com/Critical or Analytical EssayNext, Use the information from your T.I.M.E. analysis in a critical or analytical essay.In the meantime, find and copy three poems you like.Poems should be at least 12 lines long.</p> <p>Message of poemUse T infoExplain observationUse I and M infoPersonal ResponseUse Emotion info</p> <p>http://teachingenglishlanguagearts.com/Memorize the T.I.M.E. steps.This mnemonic can help you recall the basic components of poetry analysis.</p> <p>Whats a mnemonic?http://teachingenglishlanguagearts.com/Enjoy reading and writing poems!Choose your favorite original poemone youve written yourself and publish on the National Gallery of Writing.Post on your class website.Memorize a favorite poem and recite to your family.Using computer graphics, illustrate your favorite poem and give it as a gift.http://teachingenglishlanguagearts.com/</p> <p>*from the National Council of Teachers of English Link</p> <p>Questions?</p> <p>ajroseboro@gmail.comTeaching English Language Arts Websitehttp://teachingenglishlanguagearts.com/</p>