1. Agenda: 1. Bell Ringer 2. Vocabulary 3. Skill Focus: Sound Devices 4. Practice “The Bells” 5. Group Analysis 6. Exit Slip Day 4 Poetry Lesson March 23 (A) & March 24 (B)

2. Day 4 Bell Ringer: March 23 (A) & March 24 (B) from “The Raven” by Edgar Allan Poe Once upon a midnight dreary, while I pondered, weak and weary Over many a quaint and curious volume of forgotten lore – While I nodded, nearly napping, suddenly there came a tapping, As of some one gently rapping, rapping at my chamber door – 'Tis some visitor," I muttered, "tapping at my chamber door – Only this and nothing more." from “The Raven” by Edgar Allan Poe Once upon a midnight dreary, while I pondered, weak and weary Over many a quaint and curious volume of forgotten lore – While I nodded, nearly napping, suddenly there came a tapping, As of some one gently rapping, rapping at my chamber door – 'Tis some visitor," I muttered, "tapping at my chamber door – Only this and nothing more." 1.Provide an example of external rhyme. 2.Provide an example of internal rhyme. 3.Identify the rhyme scheme.

3. Vocabulary: Using Context Clues 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 clangor of the bells! Teachers have often told you to use context clues to discover the meaning of unfamiliar words: this excerpt of Edgar Allen Poe’s poem “The Bells” provides an excellent opportunity for you to do just that. Read the excerpt on the right and see if you can figure out the definition for words EBBS and FLOWS. **Hint: the author even uses imagery to help the reader. Directions: 1.Write a synonym for the word EBBS: 2.Write a synonym for the word FLOWS: 3.Illustrate what you “see” as you think about the words EBBS and FLOWS in this excerpt.

4. EBBS and FLOWS The flowing out (decline) and in (rise) of the tide.

5. Skill Review: Can you recall what we have studied in our poetry unit thus far? What is the difference between tone and mood? What is a theme? What is rhythm? How do you identify a rhyme scheme of a poem? Do you restart the rhyme scheme after every stanza in a poem? What is the difference between internal and external rhyme? What is the difference between blank verse and free verse?

6. Blank verse and free verse BLANK VERSE: Poetry that does not have a set rhyme scheme but does follow a set meter. Blank means the poetry is not rhymed. It is the major verse form used in Shakespeare’s plays. FREE VERSE: Poetry that does not have a regular meter or rhyme scheme. Poets writing in free verse try to capture the natural rhythms of ordinary speech. To create its music, free verse may use internal rhyme, alliteration, onomatopoeia, refrain, and parallel structure. Free verse does not mean rhyme cannot be used, only that it must be used without any pattern

7. Blank Verse example from William Shakespeare’s Romeo and Juliet...bid me leap, rather than marry Paris, From off the battlements of yonder tower; Or walk in thievish ways; or bid me lurk Where serpents are; chain me with roaring bears; Or shut me nightly in a charnel-house, O’er covered quite with dead men’s rattling bones, With reeky shanks and yellow chapless skulls; Or bid me go into a new-made grave, And hide me with a dead man and his shroud;

8. Free Verse Examples Free verse: From Milton’s "Samson Agonistes" But patience is more oft the exercise Of Saints, the trial of their fortitude, Making them each his own Deliver, And Victor over all That tyranny or fortune can inflict. From Walt Whitman’s "Leaves of Grass" All truths wait in all things, They neither hasten their own delivery nor resist it, They do not need the obstetric forceps of the surgeon. Free verse with rhyme The Storm by Vivian Gilbert Zabel Lightning strikes as thunder roars Sending war across the skies. Blackness blankets light of night Except when fire flashes bright, Blinding eyes to truth, to right. Tears of agony rain from irate clouds, Which smother joy, bringing moans Of pain, despair, distress, Leaving open bleeding sores That never can be healed Until the battle ends With God’s peace revealed. Note: although rhyme is used, there is no rhyme scheme (or pattern).

9. Skill Focus: Sound Devices Onomatopoeia Alliteration Assonance Consonance Directions: write the definition and provide an example for each skill Onomatopoeia Alliteration Assonance Consonance Directions: write the definition and provide an example for each skill

10. ONOMATOPOEIA Words that imitate the sound they are naming BUZZ OR sounds that imitate another sound The words can echo a natural sound or mechanical sound Whack, clickety-clack, putt-putt, toot, ruff, whoosh, boom, pop, moo, meow

11. Onomatopoeia words that sound like what they mean Examples: Beat box Video Clip 1960’s Batman Video Clip

12. ALLITERATION Consonant sounds repeated at the beginnings of words If Peter Piper picked a peck of pickled peppers, how many pickled peppers did Peter Piper pick?

13. Alliteration Example: V for Vendetta Video Clip

14. CONSONANCE Similar to alliteration EXCEPT... The repeated consonant sounds can be anywhere in the words “silken, sad, uncertain, rustling.. “

15. ASSONANCE Repeated VOWEL sounds in a line or lines of poetry. (Often creates near rhyme.) LakeFateBaseFade (All share the long “a” sound.)

16. ASSONANCE cont. Examples of ASSONANCE: “Slow the low gradual moan came in the snowing.” - John Masefield “Shall ever medicine thee to that sweet sleep.” - William Shakespeare

17. Practicing Poetic Devices with a Song As we listen to the song, write down as many examples of onomatopoeia and alliteration as you can. Black Eyed Peas “Boom Boom Pow”

18. Analyzing Sound Devices in “The Bells” Use your copy of “The Bells” as we work together to annotate for sound devices. FIND AN EXAMPLE OF EACH AND ANNOTATE IT ON THE POEM. Onomatopoeia Alliteration Consonance Assonance

19. Analyzing Sound Devices Group Practice You will now be given a poem to analyze with your group. Follow the directions on your organizer to complete the analysis practice.

20. Exit Slip William Shakespeare, from the Tempest Full fathom five thy father lies; Of his bones are coral made; Those are pearls that were his eyes; Nothing of him that doth fade, But doth suffer a sea change Into something rich and strange. Sea nymphs hourly ring his knell; Ding-dong Hark! Now I hear them—Ding dong, bell. 1. Identify the sound device in the last two lines: 2. What is the effect of the device? 3. Write four lines of poetry, using the same device as Shakespeare used in the last two lines. Be creative and original. 1. Identify the sound device in the last two lines: 2. What is the effect of the device? 3. Write four lines of poetry, using the same device as Shakespeare used in the last two lines. Be creative and original.