innocence unit: poetry c. edge english i echs2007-2008

Innocence Unit:Innocence Unit:PoetryPoetry

C. EdgeC. EdgeEnglish IEnglish I

ECHSECHS2007-20082007-2008

Reading Skills and Reading Skills and Strategies: PoetryStrategies: Poetry

Look for punctuation in the poem telling Look for punctuation in the poem telling you where sentences begin and end.you where sentences begin and end.

Do not make a full stop at the end of a line Do not make a full stop at the end of a line if there is no period, comma, colon, if there is no period, comma, colon, semicolon, or dash there.semicolon, or dash there.

If a passage of a poem is difficult to If a passage of a poem is difficult to understand, look for the subject, verb, and understand, look for the subject, verb, and complement of each sentence.complement of each sentence.

Reading Skills and Reading Skills and Strategies: PoetryStrategies: Poetry

Be alert for comparisons—for figures Be alert for comparisons—for figures of speech.of speech.

Read the poem aloud.Read the poem aloud. After you have read the poem, talk After you have read the poem, talk

about it and read it again.about it and read it again. Read the poem a third time.Read the poem a third time.

SpeakerSpeaker

DEFINITION—the voice that DEFINITION—the voice that talks to the readertalks to the reader

Every poem has oneEvery poem has one May NOT be the poetMay NOT be the poet May be a fictional person, an animal, May be a fictional person, an animal,

or even a thingor even a thing Similar to the narrator in prose Similar to the narrator in prose

writingwriting

Lines of PoetryLines of Poetry

DEFINITION—a word or row of words DEFINITION—a word or row of words that may or may not form a complete that may or may not form a complete sentencesentence

Similar to sentences in prose writing.Similar to sentences in prose writing. EXAMPLE: (there are four lines in this EXAMPLE: (there are four lines in this

poem)poem)

Roses are red.Roses are red.

Violets are blue.Violets are blue.

You look like a monkeyYou look like a monkey

and you smell like one, too.and you smell like one, too.

StanzasStanzas DEFINITION—a group of lines DEFINITION—a group of lines

forming a unit of poetryforming a unit of poetry Stanzas are separated by blank spaces.Stanzas are separated by blank spaces. Similar to paragraphs in prose writingSimilar to paragraphs in prose writing EXAMPLE: (There is one stanza here)EXAMPLE: (There is one stanza here)

Roses are red.Roses are red.Violets are blue.Violets are blue.You look like a monkeyYou look like a monkeyand you smell like one, too.and you smell like one, too.

RhythmRhythm

DEFINITION—the pattern of sound DEFINITION—the pattern of sound created by the arrangement of stressed created by the arrangement of stressed and unstressed syllables in a line.and unstressed syllables in a line.

Can be regular or irregularCan be regular or irregular EXAMPLE:EXAMPLE:

Ro-ses are red.Ro-ses are red. (4 beats)(4 beats)

Vio-lets are blue.Vio-lets are blue. (4 beats)(4 beats)

You look like a mon-keyYou look like a mon-key (6 beats)(6 beats)

and you smell like one, too.and you smell like one, too. (6 beats)(6 beats)

MeterMeter DEFINITION—a regular pattern of DEFINITION—a regular pattern of

stressed and unstressed syllables, stressed and unstressed syllables, which sets the overall rhythm of which sets the overall rhythm of certain poemscertain poems

Stressed syllables are marked ( ’ ) and Stressed syllables are marked ( ’ ) and unstressed syllables are marked (~)unstressed syllables are marked (~)

EXAMPLE:EXAMPLE:‘ ‘ ~ ~ ‘~ ~ ‘Ro-ses are red.Ro-ses are red.‘ ‘ ~ ~ ‘~ ~ ‘Vio-lets are blue.Vio-lets are blue.

~ ‘ ~ ~ ‘ ~ ~ ‘ ~ ~ ‘ ~ You look like a mon-keyYou look like a mon-key

~ ‘ ~ ~ ‘ ~ ~ ‘ ~ ~ ‘ ~ and you smell like one, too.and you smell like one, too.

RhymeRhyme DEFINITION—the repetition of the same DEFINITION—the repetition of the same

stressed vowel sound and any stressed vowel sound and any succeeding sounds in two or more wordssucceeding sounds in two or more words

Internal rhyme—occurs within a line of Internal rhyme—occurs within a line of poetrypoetry Example: “Example: “lifelife is full of is full of strifestrife””

End rhyme—occurs at the ends of lines End rhyme—occurs at the ends of lines within the same stanzawithin the same stanza Example: Example:

Roses are red.Roses are red.Violets are Violets are blueblue..You look like a monkeyYou look like a monkeyand you smell like one, and you smell like one, tootoo..

Rhyme SchemeRhyme Scheme

DEFINITION—the pattern of the end DEFINITION—the pattern of the end rhymesrhymes

May be designated by assigning a different May be designated by assigning a different letter of the alphabet to each new rhyme.letter of the alphabet to each new rhyme.

EXAMPLE:EXAMPLE:

Ro-ses are red.Ro-ses are red. AA

Vio-lets are blue.Vio-lets are blue. BB

You look like a mon-keyYou look like a mon-key CC

and you smell like one, too.and you smell like one, too. BB

ImageryImagery

DEFINITION—descriptive language DEFINITION—descriptive language that appeals to the senses—sight, that appeals to the senses—sight, sound, touch, taste, or smell.sound, touch, taste, or smell.

Some images appeal to more than one Some images appeal to more than one sense.sense.

EXAMPLE:EXAMPLE:The whistle of a boatThe whistle of a boatCalls and cries unendinglyCalls and cries unendingly(this image appeals to what sense?)(this image appeals to what sense?)

ImageryImagery

ImageryImagery contributes to a poem’s contributes to a poem’s forcefulness.forcefulness.

ImageryImagery helps readers see things helps readers see things freshly like the poet sees them.freshly like the poet sees them.

ImageryImagery is part of poet’s individual is part of poet’s individual personal style.personal style.

ImageryImagery that is fresh and powerful that is fresh and powerful helps to create a strong emotional helps to create a strong emotional reaction.reaction.

Simile and MetaphorSimile and Metaphor

SimileSimile—a figure of speech using a —a figure of speech using a word such as word such as likelike or or asas to directly to directly compare seemingly unlike thingscompare seemingly unlike things Example: He ran as fast as a cat.Example: He ran as fast as a cat.

MetaphorMetaphor—a figure of speech that —a figure of speech that compares or equates seemingly compares or equates seemingly unlike things, but does so indirectlyunlike things, but does so indirectly Example: His speed was almost feline.Example: His speed was almost feline.

MetaphorMetaphor

In a In a direct metaphordirect metaphor, a comparison , a comparison is made using a verb such as is made using a verb such as isis..

In an In an implied metaphorimplied metaphor, a , a comparison is suggested rather than comparison is suggested rather than stated directly.stated directly.

PersonificationPersonification

DEFINITION—attributing human DEFINITION—attributing human characteristics to an animal, characteristics to an animal, object, or ideaobject, or idea

EXAMPLE:EXAMPLE:

The trees danced in the The trees danced in the moonlight…moonlight…

A Narrow Fellow In The Grassby Emily Dickinson. A narrow fellow in the grass Occasionally rides; You may have met him, did you not, His notice sudden is.

The grass divides as with a comb, A spotted shaft is seen; And then it closes at your feet And opens further on.

He likes a boggy acre, A floor too cool for corn. Yet when a child, and barefoot, I more than once, at morn,

Have passed, I thought, a whip-lash Unbraiding in the sun, When, stooping to secure it, It wrinkled, and was gone.

Several of nature's people I know, and they know me; I feel for them a transport Of cordiality;

But never met this fellow, Attended or alone, Without a tighter breathing, And zero at the bone.







Identify the subject, verb, and complement of l.4 and rearrange the syntax into standard word order.

What do you think l. 4 means?

Subject: notice

Verb: is

Complement: sudden

You don’t notice he is there until you are right on top of him; he just seems to appear from nowhere.







What two things are compared by the author?

He compares the path made in the grass to hair parted by a comb.

How does this comparison help the reader imagine the “narrow fellow’s” movement?

Although readers may be unfamiliar with a snake’s movement, they can easily visualize a comb parting hair.

The speaker describes his reaction to a snake as “zero at the bone.” What do you think he means?

““When I Heard When I Heard the Learn’d the Learn’d

Astronomer”Astronomer”By: Walt WhitmanBy: Walt Whitman

Elements of LiteratureElements of Literature, p. , p. 496496

SceneScene DEFINITION—The location of the DEFINITION—The location of the

events of the poem.events of the poem. Poets use images to establish scene.Poets use images to establish scene.

A A scenescene can be an external physical can be an external physical settingsetting

A hillside, a city, a pond, a room, A hillside, a city, a pond, a room, etc.etc.

A A scenescene can be internalized can be internalized Inside the speaker’s mindInside the speaker’s mind

RepetitionRepetition

DEFINITION—elements that are DEFINITION—elements that are repeatedrepeated

Sounds can be repeated as well as Sounds can be repeated as well as words, phrases, and images.words, phrases, and images.

Examples of sound repetitions:Examples of sound repetitions: AlliterationAlliteration AssonanceAssonance—the repetition of vowel —the repetition of vowel

sounds within a line of poetrysounds within a line of poetry

AlliterationAlliteration

DEFINITION—the repetition of DEFINITION—the repetition of consonant sounds at the beginnings consonant sounds at the beginnings of wordsof words

EXAMPLE:EXAMPLE:

PPeter eter PPiipper er ppicked a icked a ppeckeck

of of ppickled ickled ppeeppppers.ers.

How many How many ppecks of ecks of ppickled ickled ppeeppppersers

did did PPeter eter PPiipper er ppick?ick?

AssonanceAssonance

DEFINITION—the repetition of DEFINITION—the repetition of vowel sounds within a line of vowel sounds within a line of poetrypoetry

EXAMPLE:EXAMPLE:

The rThe raiain in Spn in Spaiainn

falls mfalls maiainly on the plnly on the plaiainn

When I Heard the Learn’d Astronomer

By Walt Whitman When I heard the learn'd astronomer;When the proofs, the figures, were ranged in columns before me;When I was shown the charts and the diagrams, to add, divide, and measure them;When I, sitting, heard the astronomer, where he lectured with much applause in the lecture-room,How soon, unaccountable, I became tired and sick;Till rising and gliding out, I wander'd off by myself,In the mystical moist night-air, and from time to time,Look'd up in perfect silence at the stars.

RepetitionRepetition What words or images are repeated in ll. 1-

4? Repetition includes the use of “When I” to begin

each line, the phrase “heard the astronomer,” and the words “lectured” and “lecture”. The image of numbers and charts is also repeated.

How does the repetition help the reader understand the speaker’s mood? The repetition creates a monotonous rhythm,

echoing the boredom felt by the speaker; readers can almost hear the astronomer drone on and on.

Imagery and SceneImagery and Scene• How does the image of the “mystical moist

night air” help the reader identify the external and internal scenes in this part of the poem?• The words moist, night, and air appeal to the

senses of sight and touch and describe the external physical setting, the word mystical reveals the speaker’s mental state, which is the internal scene.

• How does this scene differ from the lecture room?• The night sky has a feeling of expansion and

freedom while the lecture room feels closed and contained; this scene conveys mystery and wonder, while the lecture room seems rigid and dull.

Question #1, p. 498Question #1, p. 498

When you think of images in the When you think of images in the world that give you joy or that fill world that give you joy or that fill you with wonder, do you look at you with wonder, do you look at ordinary things or at cosmic things, ordinary things or at cosmic things, as Whitman does? Or do you find as Whitman does? Or do you find wonder in abstractions like math (or wonder in abstractions like math (or astronomy)? Talk over your astronomy)? Talk over your responses to each poet’s source of responses to each poet’s source of wonder and joy.wonder and joy.


What What scenesscenes do you see and share do you see and share in Whitman’s poem?in Whitman’s poem?

External scenes include a lecture External scenes include a lecture hall and the outdoors under the hall and the outdoors under the stars. Internal scenes are the stars. Internal scenes are the speaker’s opposite states of mind; speaker’s opposite states of mind; inside, he feels stifled; outside, he inside, he feels stifled; outside, he feels at peace.feels at peace.


What do you think What do you think sicksick means in means in Whitman’s poem—what was bothering Whitman’s poem—what was bothering the speaker as he listened to the the speaker as he listened to the astronomer? At the end of the poem, astronomer? At the end of the poem, what part of the speaker has been what part of the speaker has been restored by the “mystical” starry night?restored by the “mystical” starry night?

The speaker was sick at heart and The speaker was sick at heart and unsettled because the astronomer unsettled because the astronomer reduced the beauty of the stars to reduced the beauty of the stars to charts and diagrams. Outside, the charts and diagrams. Outside, the speaker’s mood is restored.speaker’s mood is restored.


Suppose you, the learn’d astronomer, Suppose you, the learn’d astronomer, came upon Whitman’s poem a week after came upon Whitman’s poem a week after your lecture. How would you respond to your lecture. How would you respond to the poet?the poet?

The astronomer may feel annoyed by The astronomer may feel annoyed by Whitman’s irreverence and lack of respect Whitman’s irreverence and lack of respect for learning. Others may think that the for learning. Others may think that the astronomer would disagree with Whitman astronomer would disagree with Whitman and claim that astronomy makes people and claim that astronomy makes people appreciate the night sky all the more.appreciate the night sky all the more.

““Fog”Fog”

By: Carl SandburgBy: Carl Sandburg


Simile and MetaphorSimile and Metaphor

SimileSimile—a figure of speech using a —a figure of speech using a word such as word such as likelike or or asas to directly to directly compare seemingly unlike thingscompare seemingly unlike things Example: He ran as fast as a cat.Example: He ran as fast as a cat.

MetaphorMetaphor—a figure of speech that —a figure of speech that compares or equates seemingly compares or equates seemingly unlike things, but does so indirectlyunlike things, but does so indirectly Example: His speed was almost feline.Example: His speed was almost feline.

MetaphorMetaphor

In a In a direct metaphordirect metaphor, a comparison , a comparison is made using a verb such as is made using a verb such as isis..

In an In an implied metaphorimplied metaphor, a , a comparison is suggested rather than comparison is suggested rather than stated directly.stated directly.

“Fog”By: Carl Sandburg

The fog comes on little cat feet.

It sits looking over harbor and city on silent haunches and then moves on.

Metaphor and ImageryMetaphor and Imagery

• Do you think the comparison of fog to a cat makes sense? Why or why not? • Yes, both fog and cats move silently and

seem mysterious and elusive; no, fog is more dangerous than a cat.

• What details extend the image of the cat in these lines? • Like a cat, the fog sits and looks; it rests

“on silent haunches.”

Question #4, p. 507 Question #4, p. 507 “Fog”“Fog”

Why do you think Sandburg thought Why do you think Sandburg thought the fog was like a cat? What other the fog was like a cat? What other cat actions could fit into “Fog”? cat actions could fit into “Fog”?

Fog creeps in silently life a cat; cats Fog creeps in silently life a cat; cats also move quickly, as can fog.also move quickly, as can fog.

Question #8, p. 507 Question #8, p. 507 “Fog”“Fog”

Read Sandburg’s “Fog” again. Pretend Read Sandburg’s “Fog” again. Pretend you are actually standing at the edge of you are actually standing at the edge of a harbor and watching the fog come in a harbor and watching the fog come in across the water. How do you feel about across the water. How do you feel about everything around you disappearing? everything around you disappearing? How does the fog feel against your skin?How does the fog feel against your skin?

The moment feels mysterious and The moment feels mysterious and spooky; the fog feels clammy. spooky; the fog feels clammy.

““in Just”in Just”

By: E.E. CummingsBy: E.E. Cummings


ImageryImagery

DEFINITION—descriptive language DEFINITION—descriptive language that appeals to the senses—sight, that appeals to the senses—sight, sound, touch, taste, or smell.sound, touch, taste, or smell.

Some images appeal to more than one Some images appeal to more than one sense.sense.

EXAMPLE:EXAMPLE:The whistle of a boatThe whistle of a boatCalls and cries unendinglyCalls and cries unendingly(this image appeals to what sense?)(this image appeals to what sense?)

ClichéCliché

DEFINITION—an expression so DEFINITION—an expression so often used that its freshness and often used that its freshness and clarity have worn offclarity have worn off

A cliché is a word that has been A cliché is a word that has been “played out.”“played out.”

AllusionAllusion

DEFINITION—a figure of speech DEFINITION—a figure of speech that makes brief reference to a that makes brief reference to a historical or literary figure, event, or historical or literary figure, event, or objectobject

Example from music:Example from music: Led Zeppelin’s “Battle of Evermore” has Led Zeppelin’s “Battle of Evermore” has

references to references to Lord of the RingsLord of the Rings..

“in Just-”E. E. Cummings

in Just-spring when the world is mud- luscious the littlelame balloonman

whistles far and wee

and eddieandbill comerunning from marbles andpiracies and it’sspring

when the world is puddle-wonderful

the queerold balloonman whistlesfar and wee and bettyandisbel come dancing

from hop-scotch and jump-rope and

it’sspringand the goat-footed

balloonMan whistles farandwee


E. E. Cummings is famous for his E. E. Cummings is famous for his unusual punctuation and unusual punctuation and arrangements of words. What are arrangements of words. What are the children doing in “in Just-” that the children doing in “in Just-” that matches the leaps and jumps of the matches the leaps and jumps of the words? Why do you think Cummings words? Why do you think Cummings made single words out of the names made single words out of the names Eddie and Bill, Betty and Isbel? Eddie and Bill, Betty and Isbel?


Both Pan and Hephaestus, like most Both Pan and Hephaestus, like most other Greek gods, were pretty tricky other Greek gods, were pretty tricky customers. Do you think Cummings customers. Do you think Cummings depicts the balloon man as depicts the balloon man as completely harmless and kind? completely harmless and kind? Which of the poem’s words and Which of the poem’s words and images support your response? images support your response?

Creative Writing—BONUS Creative Writing—BONUS ASSIGNMENTASSIGNMENT

Imitate the style of Cummings’s poem Imitate the style of Cummings’s poem “in Just-,” and write a poem presenting “in Just-,” and write a poem presenting fresh imagesfresh images that you associate with a that you associate with a particular season. Avoid particular season. Avoid clichésclichés and and other overused expressions. You might other overused expressions. You might open the way Cummings did: “in open the way Cummings did: “in Just- . . . when the world is . . .” Play Just- . . . when the world is . . .” Play with words and punctuation and with words and punctuation and typography just as Cummings did. typography just as Cummings did.

““Fifteen”Fifteen”

By: William StaffordBy: William Stafford


Denotation and Denotation and ConnotationConnotation

Denotation—The basic meaning of a Denotation—The basic meaning of a word.word.

Connotation—The emotional Connotation—The emotional implications and associations that implications and associations that words may carry, apart from their words may carry, apart from their denotative meanings.denotative meanings.

“Fifteen”William Stafford

South of the Bridge on SeventeenthI found back of the willows one summerday a motorcycle with engine runningas it lay on its side, ticking overslowly in the high grass. I was fifteen.

I admired all that pulsing gleam, theshiny flanks, the demure headlightsfringed where it lay; I led it gentlyto the road and stood with thatcompanion, ready and friendly. I was fifteen.

We could find the end of a road, meetthe sky on out Seventeenth. I thought abouthills, and patting the handle got back aconfident opinion. On the bridge we indulgeda forward feeling, a tremble. I was fifteen.

Thinking, back farther in the grass I foundthe owner, just coming to, where he had flippedover the rail. He had blood on his hand, was pale—I helped him walk to his machine. He ran his handover it, called me a good man, roared away.

I stood there, fifteen.


How do you think the writer of How do you think the writer of “Fifteen” felt about the conflict that “Fifteen” felt about the conflict that he made into a poem?he made into a poem?


How does the boy in “Fifteen” feel How does the boy in “Fifteen” feel about the motorcycle? What lines about the motorcycle? What lines convey that feeling? What have you convey that feeling? What have you experienced that allows you to experienced that allows you to understand his emotion?understand his emotion?


What do you think the boy in What do you think the boy in “Fifteen” mean in lines 11-12 when “Fifteen” mean in lines 11-12 when he says that he and the motorcycle he says that he and the motorcycle could “meet the sky out on could “meet the sky out on Seventeenth”? What else could Seventeenth”? What else could “meet the sky” mean?“meet the sky” mean?


The writer uses “Fifteen” as the title The writer uses “Fifteen” as the title of the poem, and the phrase “I was of the poem, and the phrase “I was fifteen” as a refrain, or chorus. fifteen” as a refrain, or chorus. What is the significance of that What is the significance of that number? Could it as well have been number? Could it as well have been sixteen? How about twelve or sixteen? How about twelve or eighteen?eighteen?


Suppose you are the person who Suppose you are the person who finds the motorcycle in “Fifteen.” finds the motorcycle in “Fifteen.” The man who owns it calls you a The man who owns it calls you a good man or woman. Given what good man or woman. Given what you were just thinking about doing, you were just thinking about doing, how does that make you feel?how does that make you feel?

innocence unit: poetry c. edge english i echs2007-2008

Documents

poem example

poem roses

unstressed syllables

prose writing example

prose writing slide

irregular example

unit of poetry stanzas

arrangement of stressed