April 17-18, 2018 Objectives: Analyze poetry for common themes and literary devices. Determine how authors use sound and patterns to develop central ideas. Catalyst: Prosody quiz Homework & Reminders: King Lear Act III check 4.19/4.20 King Lear assessment 4.25/4.26

Compare & Contrast You will remember there are two methods for compare and contrast composition: Point by point, or Text by text We explored these methods with our symbolism chapter last semester (December 4/5, to be exact) Now, we’re focusing on poetry, which really doesn’t alter our methods all that much (or at all?) Note: students whose organization is point by point generally score higher because their topic sentences are claims (yay!) that are supported by a synthesized (yay!) understanding (yay!) of both texts (yay! yay! yay!) If you feel more comfortable doing text by text, you have the opportunity to be successful as well (I’ve read sample 7s and 8s that did text by text)

Compare & Contrast So how do we plan for this type of essay? The prompt might give you some suggestions (“…using devices such as…”) But sometimes it won’t (“…analyze the poetic techniques…”) Either way, it is pretty imperative to annotate both texts Compare your annotations What IDEA do both texts address (either positively or negatively; from one perspective or another; etc.)? You’re not really doing anything new because that IDEA is also called the MOPAW Make sure the elements have enough in common or different to justify the comparison/contrast Please, also avoid discussing elements that are so obvious that they don’t need to be discussed. (Ex: both texts are poems; both texts are written in English; etc.)

Compare & Contrast You might need to have some signaling/intention words in your fanny pack for this type of composition: like similar to also unlike similarly in the same way likewise again compared to in contrast in like manner contrasted with on the contrary however although yet even though still but nevertheless conversely at the same time regardless despite while on the one hand … on the other hand whereas

Thesis that answers the prompt Compare & Contrast Let’s practice destroying a prompt and some poems for the sake of AP preparation: In the following two poems, adults provide explanations for children. Read the poems carefully. Then write an essay in which you compare and contrast the two poems, analyzing how each poet uses literary devices to make his point. Annotate both poems – like your life depends on it Draft a response, including a thesis statement two topic sentences grounds that are: sufficient, relevant, accurate (#aplangftw) Thesis that answers the prompt TS 1 (claim/idea) grounds TS 2 (claim/idea)

Sound and Meaning In first-rate poetry, sound never exists for its own sake nor for mere decoration but to enhance its meaning. Poetic Sound Devices: Choosing words that suggest meaning: onomatopoeia (sounds like its meaning) Repetition of sounds to create meaning Alliteration: repetition of sound beginnings euphony: pleasant sounds (l, m, n, r, soft s, fl, wh) cacophony: harsh sounds (b, d, g, k, p, t) Consonance: repetition of consonant sounds Assonance: repetition of vowel sounds

Sound and Meaning Describing rhythm Pattern of stressed and unstressed syllables Meter: fast or slow Fast: unaccented syllables are placed together Slow: unstressed and stressed syllables placed next together Describing rhyme end rhyme internal rhyme - Why? approximate rhyme - Why? masculine rhyme - one syllable : dance-pants feminine rhyme - two or more syllables (final usually unstressed): ceiling-appealling

Sound and Meaning Pease Porridge What sound devices are present? What is the purpose of the devices? Pease porridge hot, pease porridge cold, Pease porridge in the pot, nine days old; Some like it hot, some like it cold, Some like it in the pot, nine days old.

"We Real Cool" What is the impact of the placement of the pronouns on sound? Meaning? What types of rhyme are present?