1. 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

2. 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)

3. 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.)

4. 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

5. 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)

6. 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

7. 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

8. 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.

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