1. What gives poetry such power?

2. How is poetry different from and similar to prose?

3. How is poetry like a skeleton?
Discuss and fill in your chart

4. Poetry is Bare Bones Saying more in fewer words
Using techniques (rhythm, rhyme, etc…) to help express the idea
Using figurative language to connect to reader and make reader come to his/her own analysis
Word Choice (denotation & connotation) are key

5. Where did poetry come from?
Originally oral (helped memorization)
Topics included: religion, stories, history, genealogy, law
Poetic Time Periods
Ancient Greek (7th-4th centuries BC)
Provencal literature (11th to 13th centuries)
Sicilian School (mid-13th to early 14th centuries)
Shakespearean era
Metaphysical poets
Romantic poets
American Transcendentalists ( )
The Beat movement ( )
Poetry.org
Webexhibits.org/poetry

6. Poetry Genres 3 different Poetry Genres Narrative Dramatic Lyric
A poem which tells a story. Includes the subdivision epic and ballad.
Dramatic
Any drama written in verse which is meant to be spoken, usually to tell a story or portray a situation.
Lyric
An emotional writing focusing on thought and emotion - can consist of a song-like quality. Subdivisions include elegy, ode and sonnet. Lyric poetry does not attempt to tell a story.

7. Narrative Poetry
Long, lyrical poem which tells a story or recounts events
Includes
Plot
Characters
Setting
Theme

8. Lyric Poetry Short poem
Single speaker expresses personal thoughts and feelings
Modern lyrical poems are not meant for singing, but they have strong melodic rhythms
Contains
Variety of forms
Many subjects

9. TRADITIONAL FORM
Follows fixed rules such as a specified number of lines
Has a regular pattern of rhythm and rhyme
Includes the following forms:
Sonnet
Ode
Haiku
Limerick
Ballad
Epic
Explain to students they will define and take notes over the specific forms after this slide, so they may want to leave space in their notes.

10. From THE FIRE OF DRIFTWOOD Henry Wadsworth Longfellow – pg.689
We spake of many a vanished scene,
Of what we once had thought and said,
Of what had been, and might have been,
And who was changed, and who was dead;
And all that fills the hearts of friends,
When first they feel, with secret pain,
Their lives thenceforth have separate ends,
And never can be one again.
Review the Close Read questions on pg. 689 with the students.
How is the form of the 1st stanza similar to that of the second? Consider the number and length of the lines, the patter of the rhyme, and the rhythm.
Summarize the different ideas expressed in each stanza.

11. EPIC Long, lyrical poem containing a hero and his/her adventures
Includes
Boasting of deeds
Cataloging (listing of materials)
Battles
Feasts
Supernatural intervention

12. Ballad Narrative poem originally meant to be sung
Tells a story (see notes for narrative)
Composed orally and handed down by word of mouth: contains ordinary people’s daring deeds
Written in 4-line stanzas with regular rhythm and rhyme

13. ODE Complex lyric poem Serious and dignified theme Praises Events
People
Nature

14. sonnet 14 line poem commonly written in iambic pentameter
Petrarchan/Italian
2 quatrains and a sextet
Abba, abba, cde, cde (last lines may vary)
Shakespearean/English
3 quatrains and one couplet
Abab, cdcd, efef, gg

15. Limerick
Often comical, nonsensical, and sometimes even lewd. The form is well known to generations of English-speaking readers, by way of Mother Goose nursery rhymes.
Typically, the first two lines rhyme with each other, the third and fourth rhyme together, and the fifth line either repeats the first line or rhymes with it.
High diddle diddle, The Cat and the Fiddle, The Cow jump'd over the Moon, The little dog laugh'd to see such Craft, And the Dish ran away with the Spoon

16. Haiku
A traditional Japanese haiku is a three-line poem with seventeen syllables, written in a 5/7/5 syllable count. Often focusing on images from nature, haiku emphasizes simplicity, intensity, and directness of expression.
An old pond! A frog jumps in— the sound of water.

17. ORGANIC FORM Doesn’t have a regular pattern of rhythm and rhyme
May use unconventional spelling, punctuation, and grammar
Includes the following forms:
Free Verse
Concrete Poetry

18. Free Verse Contains Can be used for a variety of subjects
No regular patterns, rhythm or rhyme
Rhythm of everyday speech pattern
Has rhythmic sound effects
Repetition of syllables or words
Can be used for a variety of subjects

19. Caving Poem by Melinda Welch
There are no words down here.
I lowered myself on a rope – a thin strand weaving
Down into the cave.
And the birds cluster round the edge looking down
What are you doing down there?
Is there anything I can bring back
From the core so deep?
No, it is just me down here.
And even I can’t fathom the darkness.
I know what’s down here
But I cannot reach it,
I cannot bring it back for you.
Review the Close Read questions on pg. 689 with the students.
Identify two characteristics that make this poem organic in form.
The short lines and the rhythm help to emphasize the ideas expressed in each line. Choose two lines and explain what the speaker is saying.

20. i am not done yet Poem by Lucille Clifton – pg. 689
as possible as yeast
as imminent as bread
a collection of safe habits
a collection of cares
less certain than i seem
a changed changer
i continue to continue
where i have been
most of my lives is
where i’m going
Review the Close Read questions on pg. 689 with the students.
Identify two characteristics that make this poem organic in form.
The short lines and the rhythm help to emphasize the ideas expressed in each line. Choose two lines and explain what the speaker is saying.

21. Concrete Poetry
Meaning is conveyed through its graphic shape or pattern on the printed page; also called shaped verse.

22. POETIC ELEMENTS Sound Devices
Rhythm: pattern of stressed and unstressed syllables in each line. If a poem has a regular pattern of rhythm we call this its METER.
Rhyme Scheme: a regular pattern of rhyme
How do you mark rhyme scheme in poetry?

23. We Real Cool. pg. 691 The Pool Players. Seven at The Golden Shovel
We Real Cool pg. 691 The Pool Players. Seven at The Golden Shovel. Poem by Gwendolyn Brooks
We real cool. We Left school. We Lurk late. We Strike straight. We Sing sin. We Thin gin. We Jazz June. We Die soon.
Review the Close Read question on pg. 691 with the students.
Even though the rhyming words in this poem fall in the middle of the lines, they sound like end rhymes. If you treat these words as end rhymes, what is the rhyme scheme?
Also add the terminology for Enjambment - Meaning flows as the lines progress, and the reader’s eye is forced to go on to the next sentence. It can also make the reader feel uncomfortable or the poem feel like “flow-of-thought” with a sensation of urgency or disorder.

24. SOUND DEVICES
Repetition-a sound, word, or phrase, or line that is repeated for emphasis and unity.
Alliteration-the repetition of consonant sounds at the beginnings of words.
Assonance-the repetition of vowel sounds in words that don’t end with the same consonant.
Consonance-the repetition of consonant sounds within and at the ends of words.
Enjambment-continuing a sentence or thought beyond the end of a line

25. The Base Stealer poem by Robert Francis pg. 691
Poised between going on and back, pulled Both ways taut like a tightrope-walker, Fingertips pointing the opposites, Now bouncing tiptoe like a dropped ball Or a kid skipping rope, come on, come on, Running a scattering of steps sidewise, How he teeters, skitters, tingles, teases, Taunts them, hovers, like an ecstatic bird, He’s only flirting, crowd him, crowd him, Delicate, delicate, delicate, delicate – now!
Review the Close Read questions on pg. 691 with students.
Read the second line aloud. The use of alliteration emphasizes the tension that the base stealer feels. Find another example of alliteration and explain its effect.
Identify two other sound devices that the poet uses and describe their effects.

26. IMAGERY AND FIGURATIVE LANGUAGE
Imagery-language that appeals to the senses. The poet will use devices to make you visualize the way it looks, smells, sounds, and even feels.
Simile •Metaphor •Personification
Hyperbole: an exaggeration for emphasis or humorous effect.
Onomatopoeia: words that sound like the meaning
Enjambment-Punctuation or Word within the lines --Meaning flows as the lines progress, and the reader’s eye is forced to go on to the next sentence. It can also make the reader feel uncomfortable or the poem feel like “flow-of-thought” with a sensation of urgency or disorder.

27. Midsummer, Tobago Poem by Derek Walcott pg. 693
Broad sun-stoned beaches. White heat. A green river. A bridge, scorched yellow palms from the summer-sleeping house drowsing through August. Days I have held, days I have lost, days that outgrow, like daughters, my harbouring arms.
Review Close Read questions on pg. 693 with students.
The image in line 5 appeals to the senses of sight and touch. Identify three other images and describe the scene they conjure up in your mind.
How does the speaker feel about the summer days he or she describes? Explain how the image in lines helps you to understand the speaker’s emotions.

28. From Horses Poem by Pablo Neruda pg. 693
I was in Berlin, in winter. The light was without light, the sky skyless. The air white like a moistened loaf. From my window, I could see a deserted arena, a circle bitten out by the teeth of winter. All at once, led out by a man, ten horses were stepping into the snow. Emerging, they had scarcely rippled into existence like flame, than they filled the whole world of my eyes, empty till now. Faultless, flaming, they stepped like ten gods on broad, clean hooves.
Review the Close Read questions on pg. 693 with students.
One example of a simile is line 3. What does this comparison tell you about the air? Find another simile and explain the comparison.
In line 5, the poet uses personification to describe winter. What characteristics of winter does this comparison emphasize?