1. Poetry: Day Two

2. Bell Ringer #2: (A) 3/16 & (B) 3/17
Who or what determines your mood throughout the day? Are you more influenced by your friends? The weather? Stress? What you do? Where you are?

3. Word Work #2
Runic: mysterious, mystical; involved, complicated, hard to fathom  
balmy: This word suggests spring or summer, the traditional time of the year for weddings.
gloats: exults, rejoices.      
Use each of the following words in your own sentence! Make sure the definition is clear from it’s use in your sentence.

4. Agenda: Day Two
Students will be able to analyze how the use of literary devices creates mood/tone and meaning
Bell Ringer
Vocabulary
Skill Focus: Theme/Mood/Tone
Tone Activity
Mood Activity: Video Clips
Reading: Poe’s “The Bells”
Groups: Practice
Exit Slip

5. Key Vocabulary:
Annotate: a note that is made while reading any form of text. This can be as simple as underlined or highlighted passages.
Theme: the universal message or central idea of a piece of literature

6. Skill Focus: What is the difference between TONE and MOOD?
Tone: the attitude a writer takes towards a subject or character: serious, humorous, sarcastic, ironic, satirical, tongue-in-cheek, solemn, objective.
Mood: the emotions that you feel while you are reading. Some literature makes you feel sad, others joyful, still others, angry. The main purpose for some poems is to set a mood.

7. Tone Activity

8. How to identify an author’s tone?
Each group will be presented with a line. As a group, you must choose from the following tones or attitudes used to read your line. You will then present to the class and your peers will decide which tone was used.
Sarcastic
Concerned
Skeptical
Worried
Angry

9. Mood Activity

10. How does TONE lead to MOOD?
After determining the attitude of the author or speaker, you should then consider how the tone makes you feel. This is called the mood.

11. Try to avoid the basics:
It’s easy to just label your mood as the basics: happy, sad, angry. Consider the following:
happy excited frustrated confused
angry sad surprised anxious
scared unhappy nervous relieved
relaxed reassured passionate embarrassed
irritated disappointed uncertain skeptical
optimistic restless threatened offended
heartbroken mournful bored guilty

12. Does a mood really matter?
How many of you have seen the movie Mary Poppins? What do you remember most about the movie? What type of mood did it create for his viewers? Original: Remake:

13. Does mood really matter?
1. As you watch the video, select THREE words that express the tone that best represents the attitude of the trailer’s creators.
2. What mood can best describe your feelings after watching Video #1?
1. In the next video we will watch, film-makers are trying to recut the film in a very different way, select THREE words to express the tone of this version.
2. What mood can best describe your feelings after watching Video #2?

14. Can you find the mood in these poems?
         Winter Garden Stark naked flower stalks Stand shivering in the wind. The cheerless sun hides its black light Behind bleak, angry clouds, While trees vainly try To catch their escaping leaves. Carpets of grass turn brown, Blending morosely with the dreary day. Winter seems the death of life forever.
         Spring Garden Stunningly dressed flower stalks Stand shimmering in the breeze. The cheerful sun hides playfully Behind white, fluffy, cotton-ball clouds, While trees whisper secrets To their rustling leaves. Carpets of grass greenly glow Blending joyfully with the day. Spring brings life to death.
Winter Garden: gloomy
Spring Garden: cheerful

15. What’s the point?
Nearly every poem has a purpose… and as we continue practicing analyzing poetry this unit, you will learn to identify the intended mood of a poem and how this relates to the poem’s theme or central idea.
What is theme?
Theme is a main idea, moral, or message, of an ore timeless and universal ideas and are almost always implied rather than stated explicitly.
Take a minute a think… what are various ways that a poet can develop a theme within a poem?
How would this relate to his/her tone to establish a mood for the readers?

16. “The Bells” - Poe
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17. Context: “The Bells”
Poe lived in the Bronx for number of years, and his house can still be visited a few blocks from Fordham, on the Grand Concourse. You could not hear the bells of University Church there now - the din of the Bronx is too great, and since the Church was only built in 1845, its bells would have had to have had a dramatic effect on Poe.

18. Reading: Poe’s “The Bells”
We will spend the next few class periods analyzing a famous poem called “The Bells” by Edgar Allan Poe.
As we read it together a first time, take note of what is unique about the poems’ structure? Diction? Tone?
Do you notice any figurative language?
How does it make you feel?

19. “The Bells” (I)
Hear the sledges with the bells - Silver bells! What a world of merriment their melody foretells! How they tinkle, tinkle, tinkle, In the icy air of night! While the stars that oversprinkle All the heavens, seem to twinkle With a crystalline delight; Keeping time, time, time, In a sort of Runic rhyme, To the tintinnabulation that so musically wells From the bells, bells, bells, bells, Bells, bells, bells - From the jingling and the tinkling of the bells.
Students will also be provided with a hard copy of this (class set)

20. “The Bells” (II)
Hear the mellow wedding bells - Golden bells! What a world of happiness their harmony foretells! Through the balmy air of night How they ring out their delight! - From the molten - golden notes, And all in tune, What a liquid ditty floats To the turtle - dove that listens, while she gloats On the moon! Oh, from out the sounding cells, What a gush of euphony voluminously wells! How it swells! How it dwells On the Future! - how it tells Of the rapture that impels To the swinging and the ringing Of the bells, bells, bells - Of the bells, bells, bells, bells, Bells, bells, bells - To the rhyming and the chiming of the bells!

21. “The Bells” (III)
Hear the loud alarm bells - Brazen bells! What a tale of terror, now, their turbulency tells! In the startled ear of night How they scream out their affright! Too much horrified to speak, They can only shriek, shriek, Out of tune, In a clamorous appealing to the mercy of the fire, In a mad expostulation with the deaf and frantic fire, Leaping higher, higher, higher, With a desperate desire, And a resolute endeavor Now - now to sit, or never, By the side of the pale - faced moon. Oh, the bells, bells, bells!
What a tale their terror tells Of Despair! How they clang, and clash and roar! What a horror they outpour On the bosom of the palpitating air! Yet the ear, it fully knows, By the twanging, And the clanging, How the danger ebbs and flows; Yet the ear distinctly tells, In the jangling, And the wrangling, How the danger sinks and swells, By the sinking or the swelling in the anger of the bells - Of the bells - Of the bells, bells, bells, bells, Bells, bells, bells - In the clamor and the clanging of the bells!

22. “The Bells” (IV)
And his merry bosom swells With the paean of the bells! And he dances, and he yells; Keeping time, time, time, In a sort of Runic rhyme, To the paean of the bells: - Of the bells: Keeping time, time, time In a sort of Runic rhyme, To the throbbing of the bells - Of the bells, bells, bells: - To the sobbing of the bells: - Keeping time, time, time, As he knells, knells, knells, In a happy Runic rhyme, To the rolling of the bells - Of the bells, bells, bells - To the tolling of the bells - Of the bells, bells, bells, bells, Bells, bells, bells, - To the moaning and the groaning of the bells.
Hear the tolling of the bells - Iron bells! What a world of solemn thought their monody compels! In the silence of the night, How we shiver with affright At the melancholy menace of their tone! For every sound that floats From the rust within their throats Is a groan. And the people - ah, the people - They that dwell up in the steeple, All alone, And who, tolling, tolling, tolling, In that muffled monotone, Feel a glory in so rolling On the human heart a stone - They are neither man nor woman - They are neither brute nor human - They are Ghouls: - And their king it is who tolls: - And he rolls, rolls, rolls, Rolls A paean from the bells!

23. “The Bells”
As we read each stanza, identify what is used to describe each of the bells. Next, explain the mood of that stanza? Be sure to use an example from the text to support your answer. Be will do the first one together as a class…
Type of Bell
Description
Mood
Example/Support:
Silver
Golden
Brass
Iron
The mood of Stanza 1 is cheerful and, as the third line suggests, optimistic and hopeful. It is as if a child hears the bells during the Christmas season and expects life to give him wonderful presents. However, pay close attention to Line 5: In the icy air of night. This line suggests a deathly presence (which is cold and dark).
The mood of Stanza 2 remains cheerful and upbeat. However, balmy air of night (the fourth line of the stanza) suggests the continuing presence of death. Also, the output of the bells has "matured" from the little tinkling and jingling sounds of Stanza 1 to mellow, golden, and chiming sounds of this stanza.
The mood shifts abruptly in Stanza 3 to terror and despair as fire consumes the joy and exultation of the previous stanzas. Hope remains that the danger will pass for it ebbs as well as flows and sinks as well as swells. Also, the euphony of sounds in the second stanza (Line 12) becomes a cacophony of clamor and clangor in this stanza. 
The final stanza is funereal as the bells toll solemnly and monotonously. The bell ringer in the steeple–the king of the Ghouls–takes sadistic delight in ringing the death knell, which rolls a stone upon the human heart. To him, the sound of the bell is cheerful and joyful. 

24. Group Work: “The Bells”
After reading “The Bells” aloud as a class, take minute a discuss the mood from each stanza (I, II, III, and IV). We will complete an organizer that will help us answer the following questions:
How do the moods change? Do you seem to notice a trend? (happier to sad? Sad to happy?) How does each stanza make you feel?
What do you imagine about the scene or speaker has he continues in each stanza?
What could the speaker be trying to tell us? What could be a possible theme of this poem?

25. Finding a deeper meaning…
Sometimes poets use their writing to display a deeper, personal meaning, consider the transitions of each of the bell stanzas to see if you can see a connection to a real-life experience. We will complete our Circle Chart as we analyze a possible theme for this poem.

26. Circle Analysis: Part One
Circle One: For our first circle, we want to start with the focus of this poem. Today, we have looked at mood.
Start by writing the definition of mood in the center circle.
Second, explain why understanding the mood is important to the understanding of a text. How will analyzing the mood provide us with a better understanding of the poem?

27. Circle Analysis: Part Two
Circle Two: In the four “corners” of the circle, you will know take a deeper look at each individual stanza (silver, golden, brass, and iron).
Draw a picture that represents or reminds you of each type of bell.
Write an explanation or example that explains the mood established by each bell that relates to your picture.

28. Circle Analysis: Part Three
Circle Three: This is where we have to start to THINK!
Look at the transition from one bell to the next… what does this remind you of from life experiences? How does the speaker’s description affect you in a personal way?
Once finished, take a look at your outer circle. Do you notice any trends? What is it the speaker is trying to explain about the various bells through his mood?

29. Group Practice:
High: “I Am!”
Middle: Sonnet 18
Low: “Dreams Deferred”

30. Group Practice:
Each group will receive a different poem. Some are shorter than others, but do not think you have an “easy” one. Sometimes, the shortest poems require the most thought!

31. Group Practice: Work together as a group to complete the following:
Draw three concentric circles on the space provided.
Circle One: Determine the TONE and MOOD of the poem.
Circle Two: In each “corner,” provide an example from the text that represents the mood. Be sure to justify your answer of each.
Circle Three: As we did will “The Bells,” makes notes in the last circle when you see connections between examples or ways that the mood relates to life or possibly your or the speaker’s life.
Determine a possible THEME of the poem. What does the author want us to take away from this poem?

32. Exit Slip:

33. Exit Slip: What is the TONE or attitude of the speaker?
Now that you have had time to analyze poetry in groups, you will now try to apply skills learned today on your own. As you view the poem on the following slide, please answer the following on the space provided at the bottom of your worksheet.
What is the TONE or attitude of the speaker?
What is the MOOD? How does the poem make you feel?
What is the THEME? [Consider the mood that the speaker is creating… what does the poem mean? What does he/she want you to take away after reading it?]

34. “Daisy Time” by Marjorie Pickthall
See, the grass is full of stars, Fallen in their brightness; Hearts they have of shining gold, Rays of shining whiteness. Buttercups have honeyed hearts, Bees they love the clover, But I love the daisies' dance All the meadow over. Blow, O blow, you happy winds, Singing summer's praises, Up the field and down the field A-dancing with the daisies.