1. Beat! Beat! Drums!
Walt Whitman

2. List of all the ways that war is presented as a destructive force in the poem.

3. Categorize the Disruptions Caused by War
Social events
Family events
Daily life
Commerce
School
Rural areas
Urban areas
Legal system

4. Make a graphic organizer
“Success is Counted Sweetest”
“War is Kind”
Disruptions Caused by War/ Destructiveness of War
“Grass”
“Patterns”

5. Writing Assignment
Select ONE of the four poems in the poetry packet we have been working with in class (“Success is Counted Sweetest”, “War is Kind”, “Grass”, and “Patterns” ).
Each student should write a paragraph of at least 50 words that explains (with evidence from the poem) how the poem presents war as a destructive force.
Students should edit and revise the short paragraphs about the poems with a peer editor.
The individuals or partners should be proofreading to ensure that each paragraph accomplishes the following tasks:
a) that it clearly explains how war is a destructive force in the poem;
b) that it contains specific, accurate references (direct quotes) to the poem that support the thesis (“war as a destructive force”); and
c) that the writer has used correct spelling and grammar throughout the paragraph.

6. Remember…Poetry works in two ways: -What it says and -How it says it

7. What it says…
Theme- a common thread or repeated idea that is incorporated throughout a literary work.
Purpose- the author’s reason for writing
Subject- what the author is writing about

8. How it says it…
Structure
Rhyme
Meter
Figurative Language

9. Rhyme
The repetition of vowel sounds in accented syllables and all syllables that follow (ex. glisten – listen)
When rhyme is found within the same line of poetry, it is internal rhyme
When rhyme is found at the end of lines of poetry, it is end rhyme

10. Rhyme The purpose of rhyme is to create a sound cadence for the reader
Poets often create a pattern of end rhyme
This pattern, when identified, is called a rhyme scheme
When determining the rhyme scheme, each rhyming sound is represented by a different letter of the alphabet

11. Rhyme
Because rhyming is difficult, and to create different effects on the reader, poets also use approximate rhyme
Approximate rhyme is also known as off rhyme, half rhyme, or slant rhyme
These rhymes can be equated to a sharp or flat note in music

12. Meter
A pattern of stressed and unstressed syllables in a line of poetry
Each syllable in a line of poetry is labeled with a stress mark, or an unstressed mark
The purpose of meter is to create a recognizable rhythm through a regular sound pattern of stressed and unstressed syllables

13. Meter
Metrical patterns, composed of stressed and unstressed syllabic marks, create a foot of meter
Common metrical feet are: iambic, anapestic, trochaic, and dactylic
Each is a different combination of stressed and unstressed syllabic marks

14. Meter
An iambic foot of meter is composed of an unstressed syllable followed by a stressed syllable
An anapestic foot of meter is composed of two unstressed syllables followed by a stressed syllable

15. Meter Foot type Style Stress pattern Syllable count
Iamb Iambic Unstressed + Stressed Two
Trochee Trochaic Stressed + Unstressed Two
Spondee Spondaic Stressed + Stressed Two
Anapest or anapaest Anapestic Unstressed + Unstressed + Stressed Three
Dactyl Dactylic Stressed + Unstressed + Unstressed Three
Amphibrach Amphibrachic Unstressed + Stressed + Unstressed Three
Pyrrhic Pyrrhic Unstressed + Unstressed Two

16. Figurative Language
Using words or phrases to describe something in terms of another thing, with the intent that the description will not be taken literally
The more common figures of speech are simile, metaphor, personification, and symbol
Conceit is an elaborate figure of speech that is often lengthy, and which compares two startlingly different objects
hyperbole- Exaggerated statements or claims not meant to be taken literally

17. Figurative Language
Sound devices are also a form of figurative language
Some common sound devices are assonance, alliteration, consonance, onomatopoeia

18. Poetic Devices and Terms
Allusion is a reference to someone of something known from history, literature, religion, sports, science, etc. – allusion is a device also used in other forms of writing
Apostrophe is a technique a poet uses to address an inanimate object, idea, or person who is dead or absent – apostrophe is also used in other forms of writing

19. Poetic Devices and Terms
Couplet consists of two rhyming lines of poetry
Quatrain is a poem consisting of four lines that function as a unit of thought

20. Poetic Devices and Terms
Refrain is a word, phrase, line, or group of lines in a poem that are repeated for effect several times during a poem
Sestet is a six line poem, especially the last six lines of a Petrarchan sonnet

21. Group Work
Create groups based around each of the four poems that you wrote about earlier.
Each group should then subdivide itself, with one subdivision taking on “elements of poetic structure” and the other taking on “elements of figurative language.”
In the smaller groups, identify “elements of poetic structure” and “elements of figurative language” as they apply to your particular poem.

22. Re- Group (5 minutes)
Regroup based on the assignments of poems and categories.
Within each group, share “elements of poetic structure” and “elements of figurative language” that you found when analyzing your assigned poem.

23. Peer Editing and Revision
Independent Writing
Add to the paragraph you wrote earlier, two additional paragraphs:
one paragraph that explains the poem’s structure
and one paragraph that cites examples of at least three uses of figurative language from the poem.
Peer Editing and Revision
Check:
That the first paragraph clearly explains how war is a destructive force in the poem; that the second paragraph explains the structure of the poem, and that the third paragraph explains the figurative language used in the poem; and
b) that it contains specific, accurate references (direct quotes) to the poem that support the thesis of each paragraph (see list to the left); and
c) that the writer has used correct spelling and grammar throughout the paragraph.
Revise all three paragraphs:
war as a destructive force,
poetic structure,
figurative language.