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Analyzing Poetry Lesson:
Analyzing Poetry Lesson:
About the Poet: https://www.poetryfoundation.org/poets/richard-wilbur
Wilbur reading "The Writer": https://www.youtube.com/watch?v=VMBNJxl0O4U&t=128s
Vocabulary for writing about the poem.
"Aunt Jennifer's Tigers" - Adrienne Rich
TASKS:
Read the NYT Analysis of the poem and make a journal page about the insights offered. Your journal page will contain the full text of the poem, handwritten, with alterations/embellishments based on the article.
Make notes from the article as well. List vocabulary that you don't know, or just want to use in your own writing. Copy out analysis that you like. Use the article as a model for thinking about verse.
Explore other texts by & about Adrienne Rich. The Poetry Foundation has a wealth of information including poems, articles, podcast episodes, blog entries, etc. Make notes on your discoveries and copy out some verses on the facing journal page. Some of the texts may be about OTHER artists who reference Rich as an influence or quote a poem of hers. These are fine to add to your page. Go down a rabbithole!
Warsan Shire is a Somali poet and writer who is based in London. Born in 1988, she has read her work internationally, more recently in South Africa, Italy and Germany. She has a Bachelor of Arts degree in Creative Writing. The artist and activist uses her work to document stories of journey and trauma. She curates and teaches workshops around the art of healing through narrative.
Optional Assignment: This poem is a part of an "album" collection "warsan vs melancholy: the seven stages of being lonely". Listen to each of the poems in order, (paying attention to their titles) and write a 1 page typed response to the collection. This assignment counts as an extra 100 point grade!
Structure and Figurative Language
Structure and Figurative Language
Watch the attached video, make annotations on your hard copy of the poem, and write a thesis statement response to the prompt:
How does e. e. cummings use language to express the nature of his love?
Loaded Words:
Loaded Words:
First reading: Initial personal reaction- how do you feel about the landlady?
Second reading: Read through each stanza and on a journal page, list the words that feel 'loaded' with connotative meaning. How do the words gain more meaning combined with words around them? What do they suggest about her 'complexity'?
Rotation Conversations: Stanza by Stanza
Essay Practice:
Write a 3 Minute Thesis for the prompt in your journal.
Read the Intro/Thesis for each of the samples. Are there any that would NOT earn the point? Are there some that are stronger than others? Which do you think is best?
Once you've chosen your choice for the strongest thesis, read the entire essay. Is there a solid line of reasoning that supports the thesis? Make a chart that tracks the essay's evidence and how it connects to their argument. Does it lapse or wander? Where?
Look at the Rubric for FRQ1 Poetry. What total score (1/4/1) would you give the essay you read?
In addition, you can watch this clip from the Library of America series with Kevin Young discussing "Those Winter Sundays".
Sound & Form: "Those Winter Sundays"
Sound & Form: "Those Winter Sundays"
Watch the PBS Episode for "Those Winter Sundays" from the PBS Series Poetry in America. Take detailed notes and make annotations as you watch. (in class)
https://tn.pbslearningmedia.org/resource/pia18.ela.haydensundays/hayden-those-winter-sundays/ (short clip)
Make an acronym with vocab/verbs/transitions you'd incorporate into an essay about "Those Winter Sundays". On your poster sheet, write the word/words with an explanation for why each works in an essay about the poem. Incorporate at least 1 of each:
Verb
Transition/Linking word
Poem specific vocab or literary device
crystallizes*hints*underlying*repetition*nevertheless
CHURN
The Rise of Icarus: The Resurgence of the Fall of Icarus as a Modern Myth
Visit this exhibition and check out the additional art and music that allude to the Icarus myth. Why is this particular story so enduring? What do we see in it that makes it relatable to modern audiences?
from Hamilton- "You have married an Icarus/he has flown too close to the sun"
Adaptation, Shift and Contrast: "Icarus" by Edward Field (and others)
Adaptation, Shift and Contrast: "Icarus" by Edward Field (and others)
Watch the TED Ed video and make notes. Then view each of the Icarus paintings. How do the artists portray Icarus? What visual elements (light, perspective, color, etc) inform the way we view Icarus in each painting? Now, read the poem and consider how Fields portrays Icarus. How does he use words in the same way the painters used light or color? What words specifically illuminate Icarus for us?
Lesson: What makes a poem, a 'poem'?
Lesson: What makes a poem, a 'poem'?
"A Bird Made of Birds" by Sarah Kay
Class discussion: What does it mean to say something is "poetic"? Is it about beauty or shape or sound? Is it about us and our reaction to it? In what 'places' does Sarah Kay find poetry? Where can WE find "poems" out in the world? How can our natural world teach us lessons about how to live?
Lesson: Finding "Poetry" in Our World
Watch the video "In Selah: Water from Stone" - make note of words and phrases of importance in the video.
How can Bamberger's work and the results of it be considered poetic? What would that poem be about? Could this story, or any individual example from it, be used as a metaphor (like Kay's poem) for some human experience beyond the literal?
What does "selah" mean and how can its varying definitions impact our reaction to the story?
Where can WE find poetry in our world?
Where can WE find poetry in our world?
Love Lessons: Small Group/Independent Practice: Choose one of the love poems that have appeared on the AP exam previously and do a 10 minute READ/ANNOTATE/ORGANIZE for it.
What's an Almanac?
What's an Almanac?
"Sestina" Video Poem
"Sestina" Video Poem
March Madness- Poetry Division
March Madness- Poetry Division
Beginning with our "Sweet 16", we will read 1 Poetry Matchup each day to begin class and vote to advance our favorites! You can vote based on any criteria you like- tone, figurative language, emotional appeal, "analyze-ibility" for essays, vocabulary, theme... ANYTHING!
Keep a copy of each poem in your journal and be sure to mark YOUR winner on your personal bracket!
The Ocean: Symbolism Set
The Ocean: Symbolism Set
What symbolic qualities do we attribute to the ocean? Why?
Stevie Smith's poem "Not Waving But Drowning" (1957) and Kate Chopin's novella The Awakening (1899) share the ocean/sea symbol, though there are differences in HOW the symbolism works in each. Read and annotate each text. Then consider how each writer is using the symbolic qualities of the ocean to illuminate the character's situation.
FRQ1 Practice:
"Departure" by Edna St. Vincent Millay
How does the structure of the poem support the themes?
Narrative Perspective in Shirley Jackson's Folk Horror Classic
Narrative Perspective in Shirley Jackson's Folk Horror Classic
As we read the story, make annotations on your copy. Focus on the atmosphere Jackson creates through her descriptions of setting, the actions of the characters, and subtle foreshadowing. In particular, listen to the narrative perspective: 3rd person, neutral, observant. How does this particular perspective ADD to the horror of the story?
https://docs.google.com/document/d/1xMOIxq8oMIna_C49GMcABNXmhEN0QoOsUSr1JpIlCPE/edit?tab=t.0
Paired with "The Unknown Citizen", write a 3-4 sentence paragraph about how the narrative perspective of each text adds to the tone and theme of the piece.
Lesson: Poetic Elements & Techniques- Ch. 4 (Pg. 107-126)
Lesson: Poetic Elements & Techniques- Ch. 4 (Pg. 107-126)
"Digging" by Seamus Heany: Reading for Literal Meaning & Considering the Speaker
"To An Athlete Dying Young" by A. E. Housman: Reading for Detail (Figurative Language, Imagery, Structure, & Sound) Text of poem
"Delight in Disorder" by Robert Herrick: Connecting the Elements
Choose 1 of the BLUE Activity options in the textbook and complete the Google Classroom assignment.
"Promises Like Pie Crust" (111)
"My Heart and I" (114)
"XIV" (117-8)
"Sonnet" (120-1)
"The Century Quilt" (122-3)
"Bright Star, I Would I Were as Steadfast as Thou Art" (126)
Introduction to the FRQ1 Poetry Essay: What important information does the opening sentence of the prompt give us? Why do we need it? What is the prompt asking us to analyze? What does it mean for a relationship, attitude, situation, etc to be "complex"? When writing the thesis, how do we define complexity?
TASK: Read your poem through the lens of our discussion and annotate for the specific focus of the prompt. Then discuss your conclusions, questions, thoughts with your group.
TASK: Read your poem again, looking for something NEW that you hadn't initially marked. Consider poetic devices, structure and pacing, etc. Push yourself to think about the less obvious aspects of the poem. Then return to your groups and, with Mrs. H's annotation, discuss what your final reading of the poem has yielded.
"Ozymandias" - Percy Bysshe Shelley
(Poem Guide) on Poetry Foundation Site
Listen 1: What is the tone based on the delivery? What gives it this quality?
Read 1: What specific words contribute to creating the tone?
Read 2: What is the effect of the narrative voice choices Shelley makes?
Journal Page: Use the guiding questions to form the content of your page. Organization, use of color/images, etc is open to your interpretation. You must cover the entire page and provide all the relevant information.
Tuesday/Wednesday: Student Created Poetry Guides
Use my model and work together following the instructions on the slides. Tuesday & Wednesday you will be creating your guide and planning for the presentation. Thursday we will present and then have a cold practice on AP Classroom. Be sure to have your computer in class and charged on Wednesday.
Annotation and Creation Stations: Instructions
This is mainly 'in class' work, but there are a FEW things you can 'play' online to recreate the station rotation day!
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