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Analyzing Poetry
Analyzing Poetry If you are just beginning to delve into the world of poetry, you may initially feel overwhelmed by the occasional ambiguity and inaccessibility of this literary style. However, learning the elements and poetic tools used to build a poem will help to understand and analyze poems.
Getting Started 1) Give yourself a lot of time to read the poem several times. Trying reading it out loud.
2) Have a copy of the poem that you can take notes on. As you read, write down every observation, question, or feeling you get from the poem as you read. Pay special attention to how the poem begins and ends.
3) Use your notes as entry points to begin your investigation and analysis of the poem. Ask yourself what elements in the poem lead you to the particular observation and how the poet achieves this effect.
4) Always keep in mind that the poet uses poetic devices to achieve a particular effect. Breaking up the poem into formal poetic components enhances your understanding of the poem’s overall theme, tone, and/or general purpose. In other words, use form to understand the content and create a the- sis about the poem.
Here are some elements and corresponding poetic devices you can focus on.
Content: How does the tone of the speaker and the context of the work change your understanding of the poem? 1) Speaker: Is the speaker the poet or a specific persona? How is the speaker involved in the poem? Is the speaker an omniscient narrator or casual observer? Does the speaker refer to himself/ herself in the 1st person? Is the speaker from an identifiable time period? How does knowing the historical context of the poem change your understanding of the speaker’s attitude?
2) Tone: How is the tone of the poem developed through the language used to create imagery? How does diction influence the understanding of the tone? Does the tone change as the poem progresses? Is it consistent at the beginning and ending of the poem?
3) Tension: What is the conflict or point of tension in the poem? Is there an external or internal conflict? Physical, spiritual, moral, philosophical, social, etc? How is the tension in that conflict de- veloped with poetic elements? Is it resolved?
4) Context: When was the poem written? What were the historical, political, philosophical, and so- cial issues of that time? Does that change your understanding of the poem’s theme? Did poets during that time period follow particular style? Is the poem consistent with the literary conventions of that era? How is it inconsistent?
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Language: How does the language and rhythm contribute to the meaning, purpose or emotional force? 1) Word Choice: How would you characterize the poet’s word choice? Is it formal, conversational? Does the poet use a specific dialect for the speaker?
2) Meaning: What are the connotations and denotations of particular words? Are certain words repeated? Are they abstract or concrete, literal or metaphorical?
3) Rhythm: Does the poem have an identifiable rhythm arranged in the meter (iambs, spondees, trochees, dactyls, etc)? How many syllables are in each line? Does it follow a pattern? What syllables are stressed and unstressed? How does alliteration, assonance, or consonance enhance the rhythm and musicality of the poem?
Imagery: How does the imagery construct the poem’s theme, tone, and purpose?
1) Visuals and Sensory: Are the images literal or figurative, abstract or concrete? What sensory experiences are evoked? Are certain images repeated?
2) Metaphor: Does the poet use metaphors to make comparisons and express images or abstract ideas? Is there an extended metaphor? What is the effect of the metaphors on the tone and theme of the poem?
3) Symbolism: Are certain objects or actions developed in the imagery symbolic of an ab- stract idea? Do these symbols reoccur? Do they help to create an allegory?
Form: How does the form of the poem correspond to theme and main idea of the work?
1) Structure: Does the poem follow a formal poetic structure such as a sonnet, haiku, sestina, ode, blues poem, etc.? If so, what are the characteristics of that form? How does it deviate from that form?
2) Stanza and Lines: Are stanzas and lines consistently the same length? Do they follow a particular pattern? Are there any stanzas, lines, words, or that diverge from the pattern?
3) Rhyme Scheme: Does the poem follow an identifiable rhyme scheme corresponding to a specific poetic form? What kind of rhyme is used internal or end rhyme, slant or true rhyme, etc.? Is it consistent or scattered throughout? If not, where does the rhyme change or appear and why? What is the overall purpose or effect of the rhyme scheme?
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Poetry/Prose Literary Terms
1. What is poetry? A special kind of writing in which language, imagery, and sound combine to create a special emotional effect.
2. Form: They way a poem looks in its arrangement on the page.
3. Lines: Poetry is written in lines, which may or may not be sentences.
4. Stanza: Lines combined into groups.
5. Speaker: The voice that is talking to us in a poem.
TYPES OF POETRY
6. Narrative poem: Poetry that tells a story. Contains characters, setting, plot, conflict, etc.
7. Lyric poem: Poetry that presents the thoughts and feelings of a single speaker.
8. Limerick poem: 5 line poem usually humorous. Has a rhyme scheme of AABBA.
9. Haiku poem: Japanese poetry. Normally has three lines to a one stanza. First and third lines contains five syllables and the second lines contains seven syllables.
10. Sonnet poem: A fourteen line poem.
11. Free verse poem: Poetry without regular patterns of rhyme and rhythm.
12. Blank verse poem: Poetry written in unrhymed iambic pentameter.
PATTERNS
13. Rhyme: Is a repetition of similar sounds.
Example: My cat ripped my nap sack. So a smacked my cat and made it so black it ran away and never came back.
14. Rhyme scheme: The order of rhyme at the end of lines of poetry.
Example: He'd have given me rolling lands, lands=A Houses of marble, and billowing farms, farms=B rhyme scheme is ABAB Pearls, to trickle between my hands, hands=A Smoldering rubies, to circle my arms. arms =B
15. Internal rhyme: Rhyme within a line of poetry.
Example: Mr. Fig wore a wig to school so students wouldn't notice him drool like fool. Mr. Fig slipped and broke his hip because he was too quick.
16. Meter: Is the regular pattern of accented (stressed) and unaccented (unstressed) syllables. Although all poems have rhythm, not all poems have regular meter. The following meters have two-syllable feet.
ex: That time | of year | thou mayst | in me | be hold
17. Foot: Each unit of meter is known as a foot. Because you have more than one foot, it is considered feet.
18. Types of Feet: Iambic – 2 syllables, stress on the second (5 iambs, 10 syllables) ex: When I | con sid | er how | my light | is spent ex: But soft | What light | through yon | der win | dow breaks?
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19. Alliteration: The repetition of consonant (often initial consonant) sounds. ex: "What a tale of terror, no their turbulency tells!"
20. Assonance: The repetition of vowel sound that are NOT followed by similar consonants (as in rhyme). ex: “Sinful Caesar sipped his snifter, seized his knees and sneezed”
21. Consonance: The repetition of consonant sounds other than first letters (which is alliteration) ex: “Her early leaf’s a flower”
22. Onomatopoeia: The use of words that SOUND like what they mean. ex: shriek, bang, hiss, sweep
FIGURATIVE LANGUAGE
23. Simile: Comparison which uses the word “like” or “as”. ex: “O my love is a like a red, red rose” – Robert Burns
24. Metaphor: A direct comparison without using “like” or “as”. ex: “O my love is a red, red rose”
25. Personification: When a writer gives human characteristics to non-human things. ex: The sky wept like a new born. ex: This poetry gets bored of being alone by, Hugo Margenat, “Living Poetry” It wants to go outdoors to chew on the Winds To fill its commas with the keels of Rowboats
26. Hyperbole: A figure of speech in which great exaggeration is used for emphasis or humorous effect. Ex. You’ve asked me a million times
27. Pun: A humorous play on two or more meanings of the same word Ex. I wondered why the baseball was getting bigger. Then it hit me.
28. Allusion: reference in a work of literature to a character, place, or situation from history or from another work of literature, music, art, etc.
WORDS HAVE TWO LEVELS OF MEANING:
29. Connotation: Idea and feeling associated with the word.
ex: The word EAGLE connotes ideas of liberty and freedom. The word MOTHER connotes ideas of love, warmth, and security.
30. Denotation: Dictionary definition of a word.
OTHER LITERARY ELEMENTS
31. Imagery: Picture painted by the poet through the use of words to appeal to the senses: sight, sound, taste, smell, and touch.
32. Symbolism: A symbol is a person, place, or object that represents something beyond itself.
ex: The American Flag = Freedom Winter season = death Spring season = rebirth
33. Theme: The main idea or message in a work of literature. Message about life or human nature.
34. Mood/Atmosphere: Feeling created in the poem.
35. Tone: A reflection of a writer’s or speaker’s attitude toward the subject.
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36. Setting: The place and time in which a story, play, poem, or novel happens. In some stories the set- ting helps create the atmosphere, or mood, that can influence the reader as well as the characters.
37. Foreshadowing: The use of clues by the author to prepare readers for events that will happen later in the story.
38. Flashback: An account of an event that happened before a story began.
39. Satire: Writing that exposes and ridicules the vices or follies of people or societies.
40. Local Color: The use of specific details to evoke a particular region (town, state, country, etc).
41. Irony: A contrast between what is expected and what actually happens.
42. Style: The author’s choice and arrangement of words and sentences.
43. Voice: An author’s distinctive use of language to convey author’s and narrator’s personality to the reader.
44. Diction: The writer’s choice of words; an important element in the writer’s voice or style.
45. Characterization: The personality of a character and the method that an author uses to reveal this personality.
Types: direct and indirect characterization
Direct characterization the author directly states facts about a character’s personality.
Indirect characterization the author reveals a character’s personality indirectly, through the character’s words and actions, and through what other characters say and think about the character.
46. Conflict: At the center of the plot, the struggle between two opposing forces.
Types: external and internal conflict
External conflict exist when the character struggles against some outside force, such as another person, nature, society, or fate.
Internal conflict exist within a character, person exist self. The character my struggle to reach a decision, to make a moral choice, or to attain a personal goal.
47. Point of view: The relationship of the storyteller to the story.
Types: first-person, limited third-person, and omniscient
First-person the story is told by one of the characters, referred to as I.
Limited third-person the narrator tells the story from the limited viewpoint of only one character, speaking of the character as he or she.
Omniscient is when the narrator stands outside of the story.
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“Nothing Gold Can Stay” by Robert Frost Mini WAR (Written Annotation Response) 1-Nature's first green is gold, 1. What is the gist of the poem? 2-Her hardest hue to hold.
3-Her early leaf's a flower;
4-But only so an hour.
5-Then leaf subsides to leaf. 2. Who is the speaker in the poem? (see page 2).
6-So Eden sank to grief,
7-So dawn goes down to day. 3. Elaborate on the tone in the poem? (see page 2)
8-Nothing gold can stay.
4. Elaborate on the tension (conflict) in the poem? (see page 2)
5. Describe the language (see page 3)
6. Elaborate on the imagery (see page 3)
7. Elaborate on the form (see page 3)
8. Elaborate on the main idea.
9. Identify the literary devices that emphasize the main idea of the poem, other than imagery? (see page 4 to 6)
10. Elaborate on the poem’s connection to real life.
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“The Road Not Taken” by Robert Frost Mini WAR (Written Annotation Response) 1-Two roads diverged in a yellow wood, 1. What is the gist of the poem? 2-And sorry I could not travel both
3-And be one traveler, long I stood
4-And looked down one as far as I could
5-To where it bent in the undergrowth; 2. Who is the speaker in the poem? (see page 2).
3. Elaborate on the tone in the poem? (see page 2) 6-Then took the other, as just as fair,
7-And having perhaps the better claim, 4. Elaborate on the tension (conflict) in the poem? (see page 2) 8-Because it was grassy and wanted wear;
9-Though as for that the passing there
10-Had worn them really about the same, 5. Describe the language (see page 3)
11-And both that morning equally lay 6. Elaborate on the imagery (see page 3)
12-In leaves no step had trodden black.
13-Oh, I kept the first for another day! 7. Elaborate on the form (see page 3) 14-Yet knowing how way leads on to way,
15-I doubted if I should ever come back.
8. Elaborate on the main idea.
16-I shall be telling this with a sigh
17-Somewhere ages and ages hence: 9. Identify the literary devices that emphasize the main idea of the poem, other than imagery? (see page 4 to 6) 18-Two roads diverged in a wood, and I--
19-I took the one less traveled by,
20-And that has made all the difference. 10. Elaborate on the poem’s connection to real life.
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“Out, Out” by Robert Frost Mini WAR (Written Annotation Response) 1-The buzz saw snarled and rattled in the yard 2-And made dust and dropped stove-length sticks of wood, 1. What is the gist of the poem?
3-Sweet-scented stuff when the breeze drew across it. 4-And from there those that lifted eyes could count
5-Five mountain ranges one behing the other 6-Under the sunset far into Vermont. 2. Who is the speaker in the poem? (see page 2). 7-And the saw snarled and rattled, snarled and rattled,
8-As it ran light, or had to bear a load.
9-And nothing happened: day was all but done. 3. Elaborate on the tone in the poem? (see page 2)
10-Call it a day, I wish they might have said
11-To please the boy by giving him the half hour 4. Elaborate on the tension (conflict) in the poem? (see page 2) 12-That a boy counts so much when saved from work.
13-His sister stood beside him in her apron
14-To tell them "Supper." At the word, the saw,
15-As if it meant to prove saws know what supper meant, 5. Describe the language (see page 3)
16-Leaped out at the boy's hand, or seemed to leap -
17-He must have given the hand. However it was,
18-Neither refused the meeting. But the hand! 6. Elaborate on the imagery (see page 3) 19–The boy’s first cry was a rueful laugh
20-As he swung toward them holding up the hand 21-Half in appeal, but half as if to keep 7. Elaborate on the form (see page 3) 21-The life from spilling. Then the boy saw all - 22-Since he was old enough to know, big boy
23-Doing a man's work, though a child at heart - 24-He saw all was spoiled. "Don't let him cut my hand off - 8. Elaborate on the main idea.
25-The doctor, when he comes. Don't let him, sister!" 26-So. The hand was gone already.
27-The doctor put him in the dark of ether. 28-He lay and puffed his lips out with his breath. 9. Identify the literary devices that emphasize the main idea of the poem, other than imagery? (see page 4 to 6) 29-And then - the watcher at his pulse took a fright. 30-No one believed. They listened to his heart.
31-Little - less - nothing! - and that ended it. 32-No more to build on there. And they, since they 10. Elaborate on the poem’s connection to real life. 33-Were not the one dead, turned to their affairs.
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“Birches” by Robert Frost 1-WHEN I see birches bend to left and right Mini WAR (Written Annotation Response) 2-Across the line of straighter darker trees,
3-I like to think some boy's been swinging them. 1. What is the gist of the poem? 4-But swinging doesn't bend them down to stay. 5-Ice-storms do that. Often you must have seen them 6-Loaded with ice a sunny winter morning 7-After a rain. They click upon themselves 8-As the breeze rises, and turn many-colored 9-As the stir cracks and crazes their enamel. 10-Soon the sun's warmth makes them shed crystal shells 2. Who is the speaker in the poem? (see page 2). 11-Shattering and avalanching on the snow-crust— 12-Such heaps of broken glass to sweep away 13-You'd think the inner dome of heaven had fallen. 14-They are dragged to the withered bracken by the load, 3. Elaborate on the tone in the poem? (see page 2) 15-And they seem not to break; though once they are bowed 16-So low for long, they never right themselves: 17-You may see their trunks arching in the woods 18-Years afterwards, trailing their leaves on the ground 4. Elaborate on the tension (conflict) in the poem? (see page 2) 19-Like girls on hands and knees that throw their hair 20-Before them over their heads to dry in the sun. 21-But I was going to say when Truth broke in 22-With all her matter-of-fact about the ice-storm 23-I should prefer to have some boy bend them 5. Describe the language (see page 3) 24-As he went out and in to fetch the cows— 25-Some boy too far from town to learn baseball, 26-Whose only play was what he found himself, 27-Summer or winter, and could play alone. 28-One by one he subdued his father's trees 6. Elaborate on the imagery (see page 3) 29-By riding them down over and over again 30-Until he took the stiffness out of them, 31-And not one but hung limp, not one was left 32-For him to conquer. He learned all there was 33-To learn about not launching out too soon 7. Elaborate on the form (see page 3) 34-And so not carrying the tree away 35-Clear to the ground. He always kept his poise 36-To the top branches, climbing carefully 37-With the same pains you use to fill a cup 38-Up to the brim, and even above the brim. 8. Elaborate on the main idea. 39-Then he flung outward, feet first, with a swish, 40-Kicking his way down through the air to the ground. 41-So was I once myself a swinger of birches; 42-And so I dream of going back to be. 43-It's when I'm weary of considerations, 44-And life is too much like a pathless wood 9. Identify the literary devices that emphasize the main idea of 45-Where your face burns and tickles with the cobwebs the poem, other than imagery? (see page 4 to 6) 46-Broken across it, and one eye is weeping 47-From a twig's having lashed across it open. 48-I'd like to get away from earth awhile 49-And then come back to it and begin over. 50-May no fate willfully misunderstand me 51-And half grant what I wish and snatch me away 10. Elaborate on the poem’s connection to real life. 52-Not to return. Earth's the right place for love: 53-I don't know where it's likely to go better. 54-I'd like to go by climbing a birch tree, 55-And climb black branches up a snow-white trunk 56-Toward heaven, till the tree could bear no more, 57-But dipped its top and set me down again. 58-That would be good both going and coming back. 59-One could do worse than be a swinger of birches.
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“Mending Wall” by Robert Frost
1-Something there is that doesn't love a wall, Mini WAR (Written Annotation Response) 2-That sends the frozen-ground-swell under it, 3-And spills the upper boulders in the sun, 1. What is the gist of the poem? 4-And makes gaps even two can pass abreast.
5-The work of hunters is another thing: 6-I have come after them and made repair 7-Where they have left not one stone on a stone,
8-But they would have the rabbit out of hiding, 2. Who is the speaker in the poem? (see page 2). 9-To please the yelping dogs. The gaps I mean, 10-No one has seen them made or heard them made, 11-But at spring mending-time we find them there. 3. Elaborate on the tone in the poem? (see page 2) 12-I let my neighbor know beyond the hill;
13-And on a day we meet to walk the line 14-And set the wall between us once again. 15-We keep the wall between us as we go. 4. Elaborate on the tension (conflict) in the poem? (see page 2)
16-To each the boulders that have fallen to each.
17-And some are loaves and some so nearly balls 18-We have to use a spell to make them balance: 19-'Stay where you are until our backs are turned!' 5. Describe the language (see page 3)
20-We wear our fingers rough with handling them. 21-Oh, just another kind of out-door game, 22-One on a side. It comes to little more: 23-There where it is we do not need the wall: 6. Elaborate on the imagery (see page 3)
24-He is all pine and I am apple orchard. 25-My apple trees will never get across 26-And eat the cones under his pines, I tell him. 7. Elaborate on the form (see page 3) 27-He only says, 'Good fences make good neighbors'.
28-Spring is the mischief in me, and I wonder 29-If I could put a notion in his head: 30-'Why do they make good neighbors? Isn't it 8. Elaborate on the main idea. 31-Where there are cows?
32-But here there are no cows. 33-Before I built a wall I'd ask to know 34-What I was walling in or walling out,
35-And to whom I was like to give offence. 9. Identify the literary devices that emphasize the main idea of the 36-Something there is that doesn't love a wall, poem, other than imagery? (see page 4 to 6) 37-That wants it down.' I could say 'Elves' to him, 38-But it's not elves exactly, and I'd rather
39-He said it for himself. I see him there 40-Bringing a stone grasped firmly by the top 41-In each hand, like an old-stone savage armed. 10. Elaborate on the poem’s connection to real life. 42-He moves in darkness as it seems to me~ 43-Not of woods only and the shade of trees. 44-He will not go behind his father's saying, 45-And he likes having thought of it so well 46-He says again, "Good fences make good neighbors."
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“Mending Test” by Penelope Turk
1-Something there is that doesn’t love a test Mini WAR (Written Annotation Response) 2- That sends the frozen mind-set under it 1. What is the gist of the poem? 3-And spills the grade objectives in the room, 4-And makes gaps students often fall between
5-No one has seen them made or heard them made
6-But a spring testing time we find them here.
7-I let my classes know within my room 2. Who is the speaker in the poem? (see page 2).
8-And on a day we meet to take the test
9-And set the norms between us once again 3. Elaborate on the tone in the poem? (see page 2) 10-We wear our minds quite rough with handing them.
11-Oh, just another kind of indoor game,
12-One on a side. It comes to little more. 4. Elaborate on the tension (conflict) in the poem? (see page 2) 13-There where it is, we do not need the test.
14-The teachers can assess their goals, I tell him, 15-The district’s high inquisitor, once more. 5. Describe the language (see page 3) 16-He only says, “Good test will make good students.” 17-Spring is the mischief in me, and I wonder
18-If I could put a notion in his head. 19- “Why do they make good students?” I inquire. 6. Elaborate on the imagery (see page 3)
20- “Before I gave a test, I’d ask to know 21-What I wasting in or testing out.
22-And to whom I was like to do some good. 7. Elaborate on the form (see page 3) 23-Something there is that doesn’t love a test,
24-That wants it done.” I could say this to him 25-But it’s no politic, and then I’d rather 8. Elaborate on the main idea. 26-he said it for himself. I see him there 27- Bringing a test grasped firmly in each hand,
28-With pencils like an old-time pedant armed. 29-He moves in the darkness as it seems to me, 9. Identify the literary devices that emphasize the main idea of the 30-Not of woods only and the shade of trees poem, other than imagery? (see page 4 to 6) 31-He will not go behind the state’s command
32-And he likes having thought of it so well, 33-He says again, “Good tests will make good students.”
10. Elaborate on the poem’s connection to real life. ______
28 pedant: fussy, narrow minded teacher
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“Did I Miss Anything” by Tony Wayman
1-Nothing. When we realized you weren’t here Mini WAR (Written Annotation Response) 2-we sat with our hands folded on our desks 3-in silence, for the full two hours 1. What is the gist of the poem?
4- Everything. I gave an exam worth 5- 40 percent of the grade for this term 6- and assigned some reading due today 7- on which I’m about to hand out a quiz 8- worth 50 percent 2. Who is the speaker in the poem? (see page 2).
9-Nothing. None of the content of this course 10-has value or meaning 3. Elaborate on the tone in the poem? (see page 2) 11-Take as many days off as you like: 12-any activities we undertake as a class 13-I assure you will not matter either to you or me 14-and are without purpose 4. Elaborate on the tension (conflict) in the poem? (see page 2)
15- Everything. A few minutes after we began last time 16- a shaft of light suddenly descended and an angel 17- or other heavenly being appeared 18- and revealed to us what each woman or man must do 5. Describe the language (see page 3) 19- to attain divine wisdom in this life and 20- the hereafter 21- This is the last time the class will meet 22- before we disperse to bring the good news to all people on earth. 6. Elaborate on the imagery (see page 3)
23- Nothing. When you are not present 24- how could something significant occur?
25- Everything. Contained in this classroom 7. Elaborate on the form (see page 3) 26- is a microcosm of human experience 27- assembled for you to query and examine and ponder 28- This is not the only place such an opportunity has been gathered 8. Elaborate on the main idea. 29- but it was one place
30- And you weren’t here
9. Identify the literary devices that emphasize the main idea of the poem, other than imagery? (see page 4 to 6)
10. Elaborate on the poem’s connection to real life.
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“Theme for English B” by Langston Hughes 1- The instructor said, Mini WAR (Written Annotation Response)
2- Go home and write 1. What is the gist of the poem? 3- a page tonight. 4- And let that page come out of you--- 5- Then, it will be true.
6- I wonder if it's that simple? 7- I am twenty-two, colored, born in Winston-Salem. 8- I went to school there, then Durham, then here 2. Who is the speaker in the poem? (see page 2). 9- to this college on the hill above Harlem. 10- I am the only colored student in my class. 11- The steps from the hill lead down into Harlem 12- through a park, then I cross St. Nicholas, 3. Elaborate on the tone in the poem? (see page 2) 13- Eighth Avenue, Seventh, and I come to the Y, 14- the Harlem Branch Y, where I take the elevator 15- up to my room, sit down, and write this page: 4. Elaborate on the tension (conflict) in the poem? (see page 16- It's not easy to know what is true for you or me 2) 17- at twenty-two, my age. But I guess I'm what 18- I feel and see and hear, Harlem, I hear you: 19- hear you, hear me---we two---you, me, talk on this page. 20- (I hear New York too.) Me---who? 21- Well, I like to eat, sleep, drink, and be in love. 5. Describe the language (see page 3) 22- I like to work, read, learn, and understand life. 23- I like a pipe for a Christmas present, 24- or records---Bessie, bop, or Bach. 25- I guess being colored doesn't make me NOT like 26- the same things other folks like who are other races. 6. Elaborate on the imagery (see page 3) 27- So will my page be colored that I write? 28- Being me, it will not be white. 29- But it will be 30- a part of you, instructor. 31- You are white--- 7. Elaborate on the form (see page 3) 32- yet a part of me, as I am a part of you. 33- That's American.
34- Sometimes perhaps you don't want to be a part of me.
35- Nor do I often want to be a part of you. 8. Elaborate on the main idea. 36- But we are, that's true!
37- As I learn from you,
38- I guess you learn from me---
39- although you're older---and white---
40- and somewhat more free. 9. Identify the literary devices that emphasize the main idea 41- This is my page for English B. of the poem, other than imagery? (see page 4 to 6)
10. Elaborate on the poem’s connection to real life.
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"Mother to Son" by Langston Hughes
Mini WAR (Written Annotation Response) 1- Well, son, I'll tell you: 1. What is the gist of the poem? 2- Life for me ain't been no crystal stair.
3- It's had tacks in it,
4- And splinters,
5- And boards torn up,
6- And places with no carpet on the floor -- 2. Who is the speaker in the poem? (see page 2). 7- Bare.
8- But all the time 9- I'se been a-climbin' on, 3. Elaborate on the tone in the poem? (see page 2)
10- And reachin' landin's, 11- And turnin' corners, 4. Elaborate on the tension (conflict) in the poem? (see page 2) 12- And sometimes goin' in the dark 13- Where there ain't been no light.
14- So boy, don't you turn back. 15- Don't you set down on the steps 5. Describe the language (see page 3)
16- 'Cause you finds it's kinder hard. 17- Don't you fall now --
18- For I'se still goin', honey, 6. Elaborate on the imagery (see page 3) 19- I'se still climbin',
20- And life for me ain't been no crystal stair.
7. Elaborate on the form (see page 3)
8. Elaborate on the main idea.
9. Identify the literary devices that emphasize the main idea of the poem, other than imagery? (see page 4 to 6)
10. Elaborate on the poem’s connection to real life.
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“Negro” by Langston Hughes
1- I am a Negro: Mini WAR (Written Annotation Response)
2- Black as the night is black, 1. What is the gist of the poem? 3- Black like the depths of my Africa.
4- I’ve been a slave:
5- Caesar told me to keep his door-steps clean. 6- I brushed the boots of Washington. 2. Who is the speaker in the poem? (see page 2).
7- I’ve been a worker: 3. Elaborate on the tone in the poem? (see page 2) 8- Under my hand the pyramids arose. 9- I made mortar for the Woolworth Building.
4. Elaborate on the tension (conflict) in the poem? (see page 2) 10- I’ve been a singer:
11- All the way from Africa to Georgia 12- I carried my sorrow songs. 5. Describe the language (see page 3) 13- I made ragtime.
14- I’ve been a victim: 15- The Belgians cut off my hands in the Congo. 6. Elaborate on the imagery (see page 3)
16- They lynch me still in Mississippi.
17- I am a Negro: 7. Elaborate on the form (see page 3) 18- Black as the night is black,
19- Black like the depths of my Africa.
8. Elaborate on the main idea.
9. Identify the literary devices that emphasize the main idea of the poem, other than imagery? (see page 4 to 6)
10. Elaborate on the poem’s connection to real life.
16
“Ballad of Birmingham” by Dudley Randall
Mini WAR (Written Annotation Response) 1- “Mother dear, may I go downtown 2- Instead of out to play, 1. What is the gist of the poem? 3- And march the streets of Birmingham 4- In a Freedom March today?”
5- “No, baby, no, you may not go, 6- For the dogs are fierce and wild, 7- And clubs and hoses, guns and jails 8- Aren’t good for a little child.” 2. Who is the speaker in the poem? (see page 2).
9- “But, mother, I won’t be alone. 10- Other children will go with me, 3. Elaborate on the tone in the poem? (see page 2) 11- And march the streets of Birmingham 12- To make our country free.”
4. Elaborate on the tension (conflict) in the poem? (see page 2) 13- “No, baby, no, you may not go, 14- For I fear those guns will fire. 15- But you may go to church instead 16- And sing in the children’s choir.” 5. Describe the language (see page 3)
17- She has combed and brushed her night-dark hair, 18- And bathed rose petal sweet, 19- And drawn white gloves on her small brown hands, 20- And white shoes on her feet. 6. Elaborate on the imagery (see page 3)
21- The mother smiled to know her child 22- Was in the sacred place, 23- But that smile was the last smile 7. Elaborate on the form (see page 3) 24- To come upon her face.
25- For when she heard the explosion, 26- Her eyes grew wet and wild. 8. Elaborate on the main idea. 27- She raced through the streets of Birmingham 28- Calling for her child.
29- She clawed through bits of glass and brick, 30- Then lifted out a shoe. 9. Identify the literary devices that emphasize the main idea of 31- “O, here’s the shoe my baby wore, the poem, other than imagery? (see page 4 to 6)
32- But, baby, where are you?”
(On the bombing of a church in Birmingham, Alabama, 1963) 10. Elaborate on the poem’s connection to real life.
17
“Life for My Child Is Simple” by Gwendolyn Brooks
Mini WAR (Written Annotation Response) 1. Life for my child is simple, and is good. 2. He knows his wish. Yes, but that is not all. 1. What is the gist of the poem?
3. Because I know mine too. 4. And we both want joy of undeep and unabiding things,
5. Like Kicking over a chair or throwing blocks out of a window 6. Or tipping over an icebox pan 2. Who is the speaker in the poem? (see page 2). 7. Or snatching down curtains or fingering an electric outlet 8. Or a journey or a friend or an illegal kiss.
9. No. There is more to it than that. 3. Elaborate on the tone in the poem? (see page 2) 10. It is that he has never been afraid.
11. Rather, he reaches out and lo the chair falls with a beautiful 4. Elaborate on the tension (conflict) in the poem? (see crash page 2) 12. And the blocks fall, down on the people's heads,
13. And the water comes slooshing sloopily out across the floor.
14. And so forth. 5. Describe the language (see page 3) 15. Not that success, for him, is sure, infallible.
16. But never has he been afraid to reach.
17. His lesions are legion.
18. But reaching is his rule. 6. Elaborate on the imagery (see page 3)
______unabiding: no lasting infallible: perfect lesions: scars 7. Elaborate on the form (see page 3) legion: many
8. Elaborate on the main idea.
9. Identify the literary devices that emphasize the main idea of the poem, other than imagery? (see page 4 to 6)
10. Elaborate on the poem’s connection to real life.
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“Because I Could Not Stop for Death” by Emily Dickinson
Mini WAR (Written Annotation Response) 1- Because I could not stop for Death, 1. What is the gist of the poem? 2- He kindly stopped for me; 3- The Carriage held but just Ourselves
4- And Immortality.
5- We slowly drove, He knew no haste, 2. Who is the speaker in the poem? (see page 2). 6- And I had put away
7- My labor, and my leisure too, 8- For His Civility. 3. Elaborate on the tone in the poem? (see page 2)
9- We passed the School, where Children strove 4. Elaborate on the tension (conflict) in the poem? (see page 2)
10- At Recess, in the Ring; 11- We passed the Fields of Gazing Grain,
12- We passed the Setting Sun. 5. Describe the language (see page 3)
13- Or rather, He passed Us; 14- The Dews grew quivering and chill, 6. Elaborate on the imagery (see page 3)
15- For only Gossamer my Gown, 16- My Tippet only Tulle.
7. Elaborate on the form (see page 3)
17- We paused before a house that seemed
18- A Swelling of the Ground; 19- The Roof was scarcely visible, 8. Elaborate on the main idea.
20- The Cornice— in the Ground.
21- Since then 'tis Centuries, and yet each 9. Identify the literary devices that emphasize the main idea of the poem, 22- Feels shorter than the Day other than imagery? (see page 4 to 6)
23- I first surmised the Horses' Heads 24- Were toward eternity.
10. Elaborate on the poem’s connection to real life.
19
“Success is counted Sweetest”, by Emily Dickinson
Mini WAR (Written Annotation Response)
1- Success is counted sweetest 1. What is the gist of the poem?
2- By those who ne'er succeed. 3- To comprehend a nectar
4- Requires sorest need.
2. Who is the speaker in the poem? (see page 2).
5- Not one of all the purple Host 6- Who took the Flag today 3. Elaborate on the tone in the poem? (see page 2) 7- Can tell the definition
8- So clear of Victory 4. Elaborate on the tension (conflict) in the poem? (see page 2)
9- As he defeated--dying-- 10- On whose forbidden ear 5. Describe the language (see page 3) 11- The distant strains of triumph
12- Burst agonized and clear!
6. Elaborate on the imagery (see page 3)
7. Elaborate on the form (see page 3)
8. Elaborate on the main idea.
9. Identify the literary devices that emphasize the main idea of the poem, other than imagery? (see page 4 to 6)
10. Elaborate on the poem’s connection to real life.
20
“I heard a Fly buzz- when I died” by Emily Dickinson
Mini WAR (Written Annotation Response)
1- I heard a Fly buzz—when I died— 1. What is the gist of the poem? 2- The Stillness in the Room
3- Was like the Stillness in the Air—
4- Between the Heaves of Storm—
5- The Eyes around - had wrung them dry— 2. Who is the speaker in the poem? (see page 2).
6- And Breaths were gathering firm
7- For that last Onset—when the King 3. Elaborate on the tone in the poem? (see page 2) 8- Be witnessed—in the Room—
9- I willed my Keepsakes—Signed away 4. Elaborate on the tension (conflict) in the poem? (see page 2) 10- What portion of me be
11- Assignable—and then it was 12- There interposed a Fly— 5. Describe the language (see page 3)
13- With Blue - uncertain stumbling Buzz—
14- Between the light—and me— 15- And then the Windows failed—and then 6. Elaborate on the imagery (see page 3)
16- I could not see to see—
7. Elaborate on the form (see page 3)
8. Elaborate on the main idea.
9. Identify the literary devices that emphasize the main idea of the poem, other than imagery? (see page 4 to 6)
10. Elaborate on the poem’s connection to real life.
21
“My Father as a Guitar” by Martin Espada
Mini WAR (Written Annotation Response) 1- The cardiologist prescribed 2- a new medication 1. What is the gist of the poem?
3- and lectured my father 4- that he had to stop working.
5- And my father said: I can't. 6- The landlord won't let me. 2. Who is the speaker in the poem? (see page 2). 7- The heart pills are dice 8- in my father's hand,
9- gambler who needs cash 3. Elaborate on the tone in the poem? (see page 2) 10- by the first of the month.
4. Elaborate on the tension (conflict) in the poem? (see page 2) 11- On the night his mother died
12- in far away Puerto Rico 13- my father lurched upright in bed, 5. Describe the language (see page 3) 14- heart hammering 15- like the fist of a man at the door
16- with an eviction notice. 17- Minutes later, 6. Elaborate on the imagery (see page 3)
18- the telephone sputtered 19- with news of the dead.
7. Elaborate on the form (see page 3)
20- Sometimes I dream
21- my father is a guitar, 22- with a whole in his chest 8. Elaborate on the main idea.
23- where the music throbs 24- between my fingers.
9. Identify the literary devices that emphasize the main idea of the poem, other than imagery? (see page 4 to 6)
10. Elaborate on the poem’s connection to real life.
22
“Why I Went to College” by Martin Espada
Mini WAR (Written Annotation Response) 1- “If you don’t,
1. What is the gist of the poem? 2- My father said,
3- You better learn
4- To eat soup
5- Through a straw, 2. Who is the speaker in the poem? (see page 2).
6- ‘cause I’m gonna
7- Break your jaw” 3. Elaborate on the tone in the poem? (see page 2)
4. Elaborate on the tension (conflict) in the poem? (see page 2)
5. Describe the language (see page 3)
6. Elaborate on the imagery (see page 3)
7. Elaborate on the form (see page 3)
8. Elaborate on the main idea.
9. Identify the literary devices that emphasize the main idea of the poem, other than imagery? (see page 4 to 6)
10. Elaborate on the poem’s connection to real life.
23
“How Things Work” by Gary Soto
Mini WAR (Written Annotation Response) 1- Today it's going to cost us twenty dollars 1. What is the gist of the poem? 2- To live. Five for a softball. Four for a book, 3- A handful of ones for coffee and two sweet rolls,
4- Bus fare, rosin for your mother's violin. 5- We're completing our task. The tip I left
6- For the waitress filters down 2. Who is the speaker in the poem? (see page 2). 7- Like rain, wetting the new roots of a child
8- Perhaps, a belligerent cat that won't let go 9- Of a balled sock until there's chicken to eat. 3. Elaborate on the tone in the poem? (see page 2)
10- As far as I can tell, daughter, it works like this: 11- You buy bread from a grocery, a bag of apples 4. Elaborate on the tension (conflict) in the poem? (see page 12- From a fruit stand, and what coins 2) 13- Are passed on helps others buy pencils, glue,
14- Tickets to a movie in which laughter 15- Is thrown into their faces. 5. Describe the language (see page 3) 16- If we buy goldfish, someone tries on a hat. 17- If we buy crayons, someone walks home with a broom.
18- A tip. a small purchase here and there, 19- And things just keep going. I guess. 6. Elaborate on the imagery (see page 3)
7. Elaborate on the form (see page 3)
8. Elaborate on the main idea.
9. Identify the literary devices that emphasize the main idea of the poem, other than imagery? (see page 4 to 6)
10. Elaborate on the poem’s connection to real life.
24
“Bilingual/Bilingue” by Rhina Espaillat
Mini WAR (Written Annotation Response) 1- My father liked them separate, one there, 2- one here (allá y aquí), as if aware 1. What is the gist of the poem?
3- that words might cut in two his daughter’s heart 4- (el corazón) and lock the alien part
5- to what he was—his memory, his name 2. Who is the speaker in the poem? (see page 2). 6- (su nombre)—with a key he could not claim.
7- “English outside this door, Spanish inside,” 3. Elaborate on the tone in the poem? (see page 2) 8- he said, “y basta.” But who can divide
9- the world, the word (mundo y palabra) from 4. Elaborate on the tension (conflict) in the poem? (see page 2) 10- any child? I knew how to be dumb
11- and stubborn (testaruda); late, in bed, 12- I hoarded secret syllables I read 5. Describe the language (see page 3)
13- until my tongue (mi lengua) learned to run 14- where his stumbled. And still the heart was one. 6. Elaborate on the imagery (see page 3)
15- I like to think he knew that, even when, 16- proud (orgulloso) of his daughter’s pen,
7. Elaborate on the form (see page 3) 17- he stood outside mis versos, half in fear 18- of words he loved but wanted not to hear.
8. Elaborate on the main idea.
9. Identify the literary devices that emphasize the main idea of the po- em, other than imagery? (see page 4 to 6)
10. Elaborate on the poem’s connection to real life.
25
“Shall I Compare Thee to a Summer’s Day” by William Shakespeare
Mini WAR (Written Annotation Response) 1. Shall I compare thee to a summer's day? 2. Thou art more lovely and more temperate. 1. What is the gist of the poem?
3. Rough winds do shake the darling buds of May, 4. And summer's lease hath all too short a date.
5. Sometime too hot the eye of heaven shines,
6. And often is his gold complexion dimmed; 2. Who is the speaker in the poem? (see page 2). 7. And every fair from fair sometime declines,
8. By chance, or nature's changing course, untrimmed;
9. But they eternal summer shall not fade, 3. Elaborate on the tone in the poem? (see page 2)
10. Nor lose possession of that fair thou ow'st,
11. Nor shall Death brag thou wand'rest in his shade, 4. Elaborate on the tension (conflict) in the poem? (see page 2) 12. When in eternal lines to time thou grow'st:
13. So long as men can breathe or eyes can see,
14. So long lives this, and this gives life to thee.
______5. Describe the language (see page 3) 8. untrimmed: without trimmings (decorations). 10. thou ow'st: you own.
6. Elaborate on the imagery (see page 3)
7. Elaborate on the form (see page 3)
8. Elaborate on the main idea.
9. Identify the literary devices that emphasize the main idea of the poem, other than imagery? (see page 4 to 6)
10. Elaborate on the poem’s connection to real life.
26
“Sonnet” by John Keats
Mini WAR (Written Annotation Response) 1. When I have fears that I may cease to be 1. What is the gist of the poem? 2. Before my pen has glean'd my teeming brain,
3. Before high piled books, in charact'ry,
4. Hold like rich garners the full-ripen'd grain;
5. When I behold, upon the night's starr'd face,
6. Huge cloudy symbols of a high romance, 2. Who is the speaker in the poem? (see page 2). 7. And think that I may never live to trace
8. Their shadows, with the magic hand of chance;
9. And when I feel, fair creature of an hour! 3. Elaborate on the tone in the poem? (see page 2)
10. That I shall never look upon thee more, 11. Never have relish in the faery power 4. Elaborate on the tension (conflict) in the poem? (see page 2) 12. Of unreflecting love! -- then on the shore 13. Of the wide world I stand alone, and think
14. Till Love and Fame to nothingness do sink. ______5. Describe the language (see page 3) 2. teeming: to become filled with; overflowing 2. glean: to collect in small amounts 3. charact'ry: Shakespearean word meaning handwritten or printed letters 4. garner: storehouse 6. Elaborate on the imagery (see page 3) 11. faery: fairy
7. Elaborate on the form (see page 3)
8. Elaborate on the main idea.
9. Identify the literary devices that emphasize the main idea of the poem, other than imagery? (see page 4 to 6)
10. Elaborate on the poem’s connection to real life.
27
“Pride” by Dahlia Ravikovitch
Mini WAR (Written Annotation Response) 1- I tell you, even rocks crack, 2- and not because of age. 1. What is the gist of the poem?
3- For years they lie on their backs 4- in the heat and the cold,
5- so many years, 6- it almost seems peaceful. 2. Who is the speaker in the poem? (see page 2). 7- They don’t move, so the cracks stay hidden. 8- A kind of pride.
9- Years pass over them, waiting there. 3. Elaborate on the tone in the poem? (see page 2) 10- Whoever is going to shatter them
11- hasn’t come yet. 4. Elaborate on the tension (conflict) in the poem? (see page 2) 12- And so the moss flourishes, the seaweed
13- whips around,
14- the sea pushes through and rolls back—
15- the rocks seem motionless. 5. Describe the language (see page 3)
16- Till a little seal comes to rub against them,
17- comes and goes away.
18- And suddenly the rock has an open wound. 6. Elaborate on the imagery (see page 3) 19- I told you, when rocks break, it happens by surprise.
20- And people, too.
7. Elaborate on the form (see page 3)
8. Elaborate on the main idea.
9. Identify the literary devices that emphasize the main idea of the poem, other than imagery? (see page 4 to 6)
10. Elaborate on the poem’s connection to real life.
28
“Dulce et Decorum Est” by Wilfred Owen
Mini WAR (Written Annotation Response)
1- Bent double, like old beggars under sacks, 1. What is the gist of the poem? 2- Knock-kneed, coughing like hags, we cursed through sludge,
3- Till on the haunting flares we turned our backs 4- And towards our distant rest began to trudge.
5- Men marched asleep. Many had lost their boots 6- But limped on, blood-shod. All went lame; all blind; 2. Who is the speaker in the poem? (see page 2).
7- Drunk with fatigue; deaf even to the hoots 8- Of tired, outstripped Five-Nines that dropped behind. 3. Elaborate on the tone in the poem? (see page 2)
9- Gas! Gas! Quick, boys! – An ecstasy of fumbling,
10- Fitting the clumsy helmets just in time; 4. Elaborate on the tension (conflict) in the poem? (see 11- But someone still was yelling out and stumbling, page 2)
12- And flound'ring like a man in fire or lime. . . 13- Dim, through the misty panes and thick green light,
14- As under a green sea, I saw him drowning. 5. Describe the language (see page 3) 15- In all my dreams, before my helpless sight,
16- He plunges at me, guttering, choking, drowning.
6. Elaborate on the imagery (see page 3) 17- If in some smothering dreams you too could pace
18- Behind the wagon that we flung him in,
19- And watch the white eyes writhing in his face, 7. Elaborate on the form (see page 3) 20- His hanging face, like a devil's sick of sin;
21- If you could hear, at every jolt, the blood
22- Come gargling from the froth-corrupted lungs,
23- Obscene as cancer, bitter as the cud 8. Elaborate on the main idea.
24- Of vile, incurable sores on innocent tongues,
25- My friend, you would not tell with such high zest
26- To children ardent for some desperate glory, 27- The old Lie; Dulce et Decorum est 9. Identify the literary devices that emphasize the main idea of the poem, other than imagery? (see page 4 to 6) 28- Pro patria mori.
10. Elaborate on the poem’s connection to real life.
29