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Home , Assonance, Poetry analysis

English 10 Carothers

Monday Tuesday Wednesday Thursday Friday March 9 10 11 12 13

Intro to Moodle Intro to Poetry Word Play

HW: Publish poems from the days’ class on HW: Cut out 10 Moodle; post interesting works comments about and bring to next HW: 10 more two different class words students’ work 16 17 18 19 20

Word Play Lyric Poetry

Mini Workshops

Poetry Poker HW: — Enter into Moodle HW: Publish and bring to class; poems; 2 Complete vocab comment posts poem 23 24 25 26 27

ARMS Revision Nature Poems Lyric Poetry Analysis

HW: Publish HW: Publish poems; 2 poems; 2 comment HW: Type 3 of comment posts posts poetry analysis

30 31 April 1 2 3

Vocab & Poetry New Vocab terms Quiz Narrative Poetry Mini Workshops

Need Student Volunteers to help HW: Publish out this day!! poems; 2 comment posts; HW: Publish find a song that poems; 2 you feel makes a comment posts; good poem. Bring digital Provide CD/MP3 camera next time and printed lyrics -----Spring Break---No School----- 13 14 15 16 17

No School Copy Cats Poetry Analysis DUE Assign Final Analysis Poetry Reading!

HW: Complete HW: Finish Poetry Poetry Analysis Portfolio

IMPORTANT: Poetry Portfolio Due Monday, April 20. Email to Mrs. C. 2-3 of your poems for the class anthology.

HOW TO READ A POEM

1. Read the poem out loud several times. a. Do the words make you hear any sounds? b. Which words ? Do any words sound nice when you say them together? Does the poem have an unusual shape or appearance? 2. Re-Read the poem as if you were reading a story. a. Is anyone speaking in the poem? b. To whom is he/she speaking? c. Are there words you don’t understand? Look them up. 3. Look at the big picture. a. Are there two different things being compared using like or as? b. Is this a gentle, serious, or funny poem? 4. Read the poem again. a. How does it make you feel? b. Do you think this is how the poet wants you to feel? Why/Why not?

HINTS FOR WRITING HAIKU

1. If possible, go outside. Stare at the world. Look closely at things you don’t normally look closely at. If you can’t go outside, spend a moment thinking about the outside. Let your imagination become as specific as possible: if you imagine a field of grass, zoom in on a single blade; see it, touch it, smell it.

2. Before writing a haiku, jot down specific words and phrases about the image you want to capture.

3. Once you have thought about your image and written some phrases, try to get into a haiku mindset. Find the words that are absolutely necessary, and get rid of all the others.

4. Get rid of all , similes, figurative language, and explanations to the reader of what they should think or how they should feel while reading your poem. Make sure you are writing in the present tense—the poem is happening now, not in the past and not in the future.

5. Be specific and be thoughtful. Don’t be clever—you don’t need to prove how smart you are in haiku. If you are true to your observations, you will write well.

ARMS

This is a revision process to help bring out the best in your poetry Add words and phrases to make your writing more descriptive: simile, , onomatopoeia, adjectives, adverbs, hyperbole, , personification. Remove words that are unnecessary, repetitive, or don't add to the story. Move words around to make your story clearer, or grammatically correct. Substitute boring, overused words with more exact, descriptive words. Poetry Forms English 10

Diamante Lines 1 & 7: antonyms Line 2: adjectives that describe line one Line 3: participles that describe line 1 Line 4: first two nouns refer to line 1 and the next two nouns refer to line 7 Line 5: participles that describe line 7 Line 6: adjective that describe line 7 Line 7: antonym to line 1

Shakespearean (English) Sonnet A fourteen-line poem with the following : abab cdcd efef gg. The poem also uses iambic . The last two lines represent a conclusion to the poem

Petrarchan (Italian) Sonnet A fourteen-line poem with the following rhyme scheme: abba abba cdecde*. The last six lines present an answer to the problem proposed in the first eight lines.

Villanelle The form is made up of five tercets followed by a . The first and third lines of the opening tercet are repeated alternately in the last lines of the succeeding ; then in the final , the refrain serves as the poem's two concluding lines. Using capitals for the refrains and lowercase letters for the , the form could be expressed as: A1 b A2 / a b A1 / a b A2 / a b A1 / a b A2 / a b A1 A2 .

Ottava Rima An eight-line stanza which has the following rhyme scheme: abababcc

Limerick A 5 line stanza with the following rhyme scheme: aabba. Lines 1, 2 and 5 have the same number of . Lines 3 & 4 have the same number of syllables but fewer than the other lines.

Cinquain Line 1: 2 syllables Line 2: 4 syllables Line 3: 6 syllables Line 4: 8 syllables Line 5: 2 syllables

Sijo 3 lines of 14-16 syllables each, totaling 44-46 syllables Poetry Terms English 10

• Rhyme: The similarity or likeness of ______existing between two words

• Position: ______rhyme or ______rhyme

• Rhymed : Consists of verse with ______

• : Consists of lines of ______without ______

• : Consists of lines that do not have ______and do not have ______.

• Masculine Rhyme: When ______syllable of a word rhymes with another word (bend/send, bright/light)

• Feminine Rhyme: When ______syllables of a word rhyme with another word (lawful/awful, lighting/fighting)

• Triple Rhyme: When ______syllables of a word or line rhyme (victorious/glorious, ascendancy/decadency)

• Rhyme Scheme: The pattern and sequence in which the rhyme occurs. The first sound is designated as “ ____ ,” the second sound is designated as “ ____ ,” and so one. When the first sound is repeated, it is designated an “ ____ .”

• Repetition: ______or ______are repeated for emphasis and effect.

• Alliteration: Repetition of ______sound

• Stanza: Group of ______in a poem

• : ______-line stanza; the two lines have same end rhyme • Tercet: ______-line stanza; the three lines usually have same end rhyme

• Quatrain: ______-line stanza with any rhyme pattern or none at all

• Simile: A comparison using ______or ______

• Metaphor: A comparison that uses a ______to represent the ______

• Personification: Giving ______qualities to ______objects.

• Assonance: Repetition of ______sounds

• Onomatopoeia: When the word sounds like the ______it ______

• Lyric Poetry: Poetry that expresses the ______and ______of the ______

• Narrative Poetry: Poetry that ______a ______

• Dramatic Poetry: Poetry presented as a ______or ______