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Pondering Poetry and Playing with Words

Unit by: Pam Haughland http://education.library.ubc.ca/files/2011/06/09Pam-Haugland-Poetry.pdf

Paula Johnson

on 6 September 2017

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Transcript of Pondering Poetry and Playing with Words

Pondering Poetry and Playing with Words
Lesson 1: Perusing the World of Poetry
Listen to two "poems." Write down your thoughts. Which is the imposter?
5 mins
20 mins
What is Poetry?
what are qualities that define poetry?
What forms can poetry take?
What is it that you like or dislike about poetry?
Discuss Responses
40 mins
Poetry Scramble
Browse through the poetry anthologies and find a poem that you like or that stands out to you.

Write it out on a blank piece of paper.

This poem will be in your poetry portfolio.
3 mins

Don't throw your work away!

Put your first poem in your poetry section of your binder.

7 mins
Convincing Words
Write a letter to a friend explaining why they should read the poem you selected today.

Ms. J will hand back your poem. Write the letter on the other side and turn back in.

Please be sure to keep all your work.
The following are the requirements for this poetry unit:
1. Title Page – with a title; your name, block, date; illustration(s) or abstract design
2. 4 poetic works by other authors – this should include the lyrics you will bring to class and the poem from the poetry scramble
3. 7 poems that you have written in class
4. 5 Reading/Writing Responses

Enjoy the unit and remember: Don’t throw out your work!!!

Lesson 2: Courting Tactics 101
10 mins
Collect Homework

Does anyone want to share their letter with the class? J Fresh will make it rain!
5 mins
Cheesy Pick-Up Lines
Have you ever tried using a cheesy pick up line?
• If I could rewrite the alphabet, I would put U and I together.

• Is your daddy a thief? No.Then who stole those diamonds and put them in your eyes?

• Your eyes are as blue as window cleaner.
• Can I borrow a quarter? ["What for?"] Iwant to call my mom and tell her I just met the girl of my dreams.

• I didn't know that angels could fly so low!

• Can I have directions? ["To where?"] To your heart.
Try using a sonnet instead!
15 mins
The Form and FUNction of an English Sonnet
Sonnet #18: A Parody
Shall I compare thee to a bale of hay?
Thou art more dusty and far less neat.
Rough winds do toss thy mop about, I'd say,
Which looks far worse than hay a horse would eat.
Sometime thy squinty eye looks into mine
Through stringy, greasy hair that needs be trimm'd,
And ne'er a horse had such a stench as thine,
As though in stagnant sewers thou hast swimm'd.
Thy disgusting image shall not fade;
This my tortured mind and soul doth know.
O, I should love to hit thee with a spade;
And with that blow I hope that thou wouldst go.
So long as I can breathe, my eyes can see,
And I can run, I'll stay away from thee...
(sorry, Will)
Do you know what the real first line is?

What kind of poem is this?
English Sonnet

The English sonnet has the simplest and most flexible pattern of all sonnets, consisting of 3 quatrains of alternating rhyme and a couplet:

a b a b
c d c d
e f e f
g g
Puzzling over Sonnets
30 mins
Sonnet Handout:
Sonnet 116
Let me not to the marriage of true minds
Admit impediments. Love is not love
Which alters when it alteration finds,
Or bends with the remover to remove.
O no, it is an ever-fixèd mark
That looks on tempests and is never shaken;
It is the star to every wand'ring bark,
Whose worth's unknown, although his height be taken.
Love's not Time's fool, though rosy lips and cheeks
Within his bending sickle's compass come;
Love alters not with his brief hours and weeks,
But bears it out even to the edge of doom.
If this be error and upon me proved,
I never writ, nor no man ever loved.
--William Shakespeare

Sonnet 18
Shall I compare thee to a summer's day?
Thou art more lovely and more temperate.
Rough winds do shake the darling buds of May,
And summer's lease hath all too short a date.
Sometime too hot the eye of heaven shines,
And often is his gold complexion dimmed;
And every fair from fair sometime declines,
By chance, or nature's changing course untrimmed.
But thy eternal summer shall not fade
Nor lose possession of that fair thou ow'st;
Nor shall death brag thou wand'rest in his shade,
When in eternal lines to time thou grow'st,
So long as men can breathe or eyes can see,
So long lives this, and this gives life to thee.
-William Shakespeare

Sonnet XIV
If thou must love me, let it be for nought
Except for love's sake only. Do not say
'I love her for her smile—her look—her way
Of speaking gently,—for a trick of thought
That falls in well with mine, and certes brought
A sense of pleasant ease on such a day'—
For these things in themselves, Beloved, may
Be changed, or change for thee,—and love, so wrought,
May be unwrought so. Neither love me for
Thine own dear pity's wiping my cheeks dry,—
A creature might forget to weep, who bore
Thy comfort long, and lose thy love thereby!
But love me for love's sake, that evermore
Thou mayst love on, through love's eternity.
--Elisabeth Barret Browning

Women have loved before as I love now;
At least, in lively chronicles of the past—
Of Irish waters by a Cornish prow
Or Trojan waters by a Spartan mast
Much to their cost invaded—here and there,
Hunting the amorous line, skimming the rest,
I find some woman bearing as I bear
Love like a burning city in the breast.
I think however that of all alive
I only in such utter, ancient way
Do suffer love; in me alone survive
The unregenerate passions of a day
When treacherous queens, with death upon the tread,
Heedless and willful, took their knights to bed.
---Edna St Vincent Millay
First Groups:
1. Read your sonnet aloud in the group
2. What is the rhyme scheme?
3. What is the poem talking about?
Second Groups:
1. Read your sonnet aloud
2. Share reflections with your group.
15 mins
1. Write a summary of each sonnet.
2. Answer these questions on Google Classroom:
What did you like about sonnets? What did you find difficult?

3. Write a sonnet to put in your portfolio
Lesson 3: Poetic Attractions
10 mins
Review sonnet form

Discuss responses from homework.
10 mins
Discussing Poetic Devices
Look back at the poem you chose in lesson one.

Pick out words and phrases that appeal to you.

Why do these words or phrases appeal to you?
30 mins
Poetic Devices Notes
Share words and phrases from your poem.

What poetic device was used?

Does anyone else have a similar example from their poem?
10 mins
Haikus, Tankas, and Cinquains

A haiku poem consists of three lines, with the first and last line having 5 moras, and the middle line having 7. A mora is a sound unit, much like a syllable, but is not identical to it. Since the moras do not translate well into English, it has been adapted and syllables are used as moras.

An old silent pond...

A frog jumps into the pond,

splash! Silence again.

Basho Matsuo
(the first great poet of haiku in the 1600s:)

Tanka, which means “short song,” has been an important literary form in Japanese culture for nearly a thousand years. The basic structure of a tanka poem is 5 – 7 – 5 – 7 – 7.
There is no end punctuation or rhyming used in tanka.
The third line is called the “pivot,” which means a turning point. The pivot divides the tanka into two different sections, which are joined in the middle in order to tell the whole story.

Crash at two A.M.
I opened my bedroom door
A white cat ran by
Startled by the clanging fall
Of the treat jar’s metal lid


A cinquain is a form of poetry that is very popular because of its simplicity. It was created by American poet Adelaide Crapsey about 100 years ago, and is similar to Japanese poetic forms, such as haiku and tanka.
Cinquains are just five lines long, with only a few words on each line, making them easy to write. The first and last lines have just two syllables, while the middle lines have more, so they end up with a diamond-like shape, similar to the poetic form called the diamante.
Though they are just five lines long, the best cinquains tell a small story. Instead of just having descriptive words, they may also have an action (something happening), a feeling caused by the action, and a conclusion or ending.
Cinquains are five lines long.

They have 2 syllables in the first line, 4 in the second, 6 in the third, 8 in the fourth line, and just 2 in the last line.
Cinquains do not need to rhyme, but you can include rhymes if you want to.


Ice Cream
Ice cream.
Cold and yummy.
I love its sweet richness
as it finds its way into my
Can you identify poetic devices in any of these haikus, tankas, or cinquains?
15 mins
Writing in Good Form
Getting the Ink Flowing: Writing Formulaic Poetry
The task at hand:
Write either a tanka or a cinquain. Place your final copy on
the piece of paper provided and superimpose a drawing that represents an image
that your poem depicts over top of it. Good Luck and Have Fun!!
Here are the descriptions of the tanka and the cinquian:
The Tanka:
Like the Haiku, the Tanka is a 31 syllable poem that is typically written about a
season or nature. It is a form of poetry that is older than the haiku. While the
haiku has 3 lines with 5,7,5 syllables in each line respectively,
the tanka
has 5
lines with 5,7,5,7,7 syllables in each line respectively. Sometimes, in English we
write a tanka with 5 lines, but no specific number of syllables per line.
Some examples:
yellow daffodils Debris in the wind
in both our gardens Indiscriminately blinds
I praise mine Eyes searching a path
more than my neighbor's To turn one’s back to the wind
though they look the same Reveals but where one has been.
David Rice Don Raye
The Cinquain:
This is a variation of the tanka developed by an American writer. It, too, has 5
lines, but has a different syllable pattern: 2, 4, 6, 8, 2.
For example:
The Warning
Just now,
Out of the strange
Still dusk…as strange, as still…
A white moth flew. Why am I grown
So cold?
Adelaide Crapsey
Finish your poem with picture superimposed
Halloween Lesson
Take a few minutes to consider these questions:
What is the beat? Clap on accented syllables.
What is the rhyme scheme?
What is the topic?
What are the adjectives? (describing words)
What are the verbs? (action words)
What makes the poem special?

I will be giving away money to correct answers.
10 mins
15 mins
Fast Triplets, Quatrains, and Friends
Sit with someone new from class.
Write a triplet (aaa) about their costume and read it to them.
Get out a piece of paper and a pen or pencil.
Move and sit with someone else.
Write a triplet (aba) about their Halloween plans.
Move and sit with someone else.
Write a quatrain (aaaa) about their their favourite candy or treat.
Move and sit with someone else.
Write a quatrain (acbc) about their favourite Halloween movie.
Move and sit with someone else.
Write a quatrain (abba) about their least favourite Halloween treat.
Move and sit with someone else.
Write one last quatrain (abab) about their scariest haunted house experience - or other Halloween memory - maybe fireworks?
15 mins
- 2 line poem
- aa rhyme scheme
- a phrase or statement written in memory of a person who has died, especially as an inscription on a tombstone
Lesson 4: Music to My Ears
10 mins
Writing to Music
Free write in your poetry section.

What album (commercially available) would you take to a desert island? Why?

15 mins
Class Playlist
Class discussion about music today.

25 mins
Music to My Ears
In your poetry section write down your responses when you hear the song being read.

Write down your responses when you hear the song.

List the pros and cons of reading a song as a poem.

List the pros and cons of listening to a song.

Which do you prefer?
Why did I choose this song?
25 mins
Name that Tune!
Two teams

The first team gets a chance to answer. If they get it wrong the second gets a chance to steal. Each song could earn the team 1-3 points. The team at the end with the most amount of points wins!

1 point: name the title
1 point: name the singer or band
1 point: name a poetic device if one was played.
Bring in lyrics to your favourite song or copy and attach them to the Google Classroom assignment.
Lesson 5: Much Ado About Music
10 mins
Island in the Sun
How has music been transformed into one person’s interpretation?
20 mins
You be the Videographer
Group 1: Ali, Jadorrah, Parveen
Group 2: Eisha, Anuska, Michael B, Donovan
Group 3: Krystian, Angeli, Devin, Jagroop
Group 4: Lara, Jeanelle, Caedan, Rohan
Group 5: Jude, Shukri, Jai, Michael N.
Group 6: Aaron, Armaan, Jaeda, Jeff
Study on Quizlet: http://quizlet.com/_xqszi
Read through the lyrics you were given.
How would you visually represent this song?
Each group will share their ideas with the class.
Submit your group work for marks.
30 mins
Finding Identity in Music
Get out paper, pen, and song you chose from homework.
Respond to each prompt in terms of your song and your own personal experiences.
1. Freewrite on the song that you chose.

2. What does it say about you? What in your background led you to that choice?

3. What were the runners-up and what meaning would you attach to them?

4. List the elements of the song that stand out to you: harmony,lyrics, rhythm etc.

*Include song and response in your portfolio
5 mins
Island in the Sun
10 mins
Read and Reflect

It was taken some time ago.
At first it seems to be
a smeared
print: blurred lines and grey flecks
blended with the paper;

then, as you scan
it, you see in the left-hand corner
a thing that is like a branch: part of a
(balsam or spruce) emerging
and, to the right, halfway up
what ought to be a gentle
slope, a small frame house.
Read the poem aloud

Write a half page response to it.
Notice how the same song is depicted differently.
Version One
Version Two
Lesson 6: Trying on Shoes
10 mins
One window is all I need...
Write a poem that begins with:

One window is all I need

* This poem will go in your portfolio.
20 mins
This is a Photograph of Me
How are our photographs different?
Who is the speaker?
What questions do you have about the poem?

It was taken some time ago.
At first it seems to be
a smeared
print: blurred lines and grey flecks
blended with the paper;

then, as you scan
it, you see in the left-hand corner
a thing that is like a branch: part of a
(balsam or spruce) emerging
and, to the right, halfway up
what ought to be a gentle
slope, a small frame house.

20 mins

Here we are arranged
into set-pieces on the sofa.
Manners by mother,
& temper by Dad.
Fear all our own.

I am fourteen, the eldest.
I sit with one knee
crossed, palm-on-palm gesture that says
Oh really?
We three girls have put on
hauteur for the camera
formally assumed mouths
though the youngest’s socks
have collapsed at her ankles like panting dogs
& her skirt bunches at the waist.
Look at the poem and write down:
What strikes you
Questions about the poem
Group 1: Jagroop, Jadorrah, Jude, Jeanelle, Jaeda, Jai
Group 2: Ali, Angeli, Armaan, Aaron
Group 3: Krystian, Devin, Shukri, Eisha,
Group 4: Lara,Caedan, Rohan, Michael, Parveen

In your groups:
Question the poem from two different points of view
Hand in questions, thoughts, and questions from another viewpoint
15 mins
Walking in Another's Shoes
Write a free verse poem
to compliment Landale’s
poem “Pose” or Atwood’s
poem “This is a
Photograph of Me.”

* To be put in portfolio
Free verse is an open form (see Poetry analysis) of poetry. It does not use consistent meter patterns, rhyme, or any other musical pattern. It thus tends to follow the rhythm of natural speech.
10 mins
Sharing and Wrap-Up
Share your poem.

Homework: Read “This is a Photograph of Me” to a family member or friend and see what
questions and responses they have to it.
Lesson 7: Childhood Games
5 mins
How did your family member respond to the poem you read them?

Share response for $
5 mins
Reflecting on Childhood 1
When I was in grade five my brother and I got a dog for Christmas. His name was Bow because he was wearing a big red bow like a present. My brother and I used to have Bow pull us on our skateboards and he was just a little dog.

I remember him trying to play with a cat and getting a scratch on his left eye. We had to give him medicine and we used to hide it in cheese. He had a cool scar right on his eye ball from that. It made him look tough. But it also made him a little hard of seeing on his left side.

One day, my dad came running up to my room and said, "gone, dead." My grandma was getting pretty old by this time, so I thought my dad was telling me my grandma died. When I got downstairs I realized that Dad was trying to tell us that Bow was dead. He got hit by a car on the road. Maybe because he didn't see the car with his bad eye. I was just glad it wasn't my grandmother. But obviously, I was still really upset.
Game After Supper

This is before electricity,
it is when there were porches.

On the sagging porch an old man
is rocking. The porch is wooden,

the house is wooden and grey;
in the living room which smells of
smoke and mildew, soon
the woman will light the kerosene lamp.

There is a barn but I am not in the barn;
there is an orchard too, gone bad,
its apples like soft cork
but I am not there either.
Volunteer to read this poem:
30 mins
Reflecting on Childhood 2: Mini Writing Workshop
Discuss imagery in, "The Game After Supper."
Task 1: Free writing on memories (12 min)
15 mins
"Because I Never Learned"
Initial reactions to imagery?
Cruel or compassionate?
What kind of relationship do the father and son have?
How would the speaker have reacted now in the same situation?
Because I never Learned
(For my brother John)

Because I never learned how
to be gentle and the country
I lived in was hard with dead
animals and men, I didn’t question
my father when he told me
to step on the kitten’s head
after the bus had run over its hind quarters.

Now, twenty years later,
I remember only:
the silence of the dying
when the fragile skull collapsed
under my hard bare heel,
the curved tongue in the dust
that would never cry again
and the small of my father’s back
as he walked tall away.

Patrick Lane
15 mins
"Memory from Childhood"
Working with a partner,read the poem aloud and then answer the questions on the handout.
Memory from Childhood
A chilly and overcast afternoon
in winter. The students
are studying. Steady boredom
of raindrops across the windowpanes.

It is time for class. In a poster
Cain is shown running
away, and Able dead,
not far from a red spot.
5 mins
Answer Question on Google Classroom
Which poem did you enjoy the
most and why?
Lesson 8: The Sound of Silence
10 mins
Silent Journal Writing
Write a response to:

How does silence make you feel?

25 mins
The Sound of Silence
What is Paul Simon saying about silence?

What sounds is he claiming it makes?

Does silence have sound?

What’s an awkward silence?

Have you ever take the bus or SkyTrain and experienced the weird silence?

What are your questions?
15 mins
Bussing It
Volunteer to read this poem for $
Find 2 poetic devices in here

Write a paragraph or two about a similar experience.
Title: Response:
Bussing It
Hand in
A Note on the Public Transportation System

It’s not hard to begin
a conversation with the person
who happens to be seated
nearest you, especially when she’s been
reading with apparent interest
a book that’s one of your
favourites and can’t find
her matches.
15 mins
Public Transportation Tableaux
Stanza 1: Ali, Krystian, Jaeda, Shukri
Stanza 2: Michael N, Anuska, Devin, Caedan
Stanza 3: Jude, Jeanelle, Parveen, Lara
Stanza 4: Jai, Rohan, Eisha, Aaron, Jadorrah
Stanza 5: Armaan, Angelia, Jaeda, Jagroop
5 min to prepare tableaux of their stanza

10 minutes to share tableaux
5 mins
Piano Man
Finish paragraph response to Nowlan’s poem
Title: Response:
Piano Man
Hand in

Lesson 9: Filling the Void
10 mins
Recreate a Poem Challenge
“Loneliness” -- words

Ah loneliness you without would
I how know who without am

Instructions: Arrange the words to make a poem with the title “Loneliness.” Put in what
punctuation you feel is appropriate.

Ah loneliness how? Would I know who? I am without you.

Emma LaRocque
15 mins
Do the meanings change?
Which one is the real thing?

How would I know who I am?
Without you.

Emma LaRocque

Ah loneliness.
Would I know?
I am with -
out you.

Emma LaRocque

Ah loneliness,
How would I know
Who I am
Without you?

Emma LaRocque

Ah lone-li-ness.
How would I?
I am.
With-out you.

Emma LaRocque
How does your reaction to the poem change?
How does the writer feel about loneliness?
Do you agree or disagree with her viewpoint of loneliness?
What if we switched the words am and I in the 3rd line?
25 mins
Moving Away from Loneliness
Write down some thoughts you have when you first hear this poem
Write down 3 questions (7 min)
Pair Up with someone and share thought and questions, discuss these questions (5 min)
Write a 2nd response.
Comment on how your response has changed. (8 min)
'No Man is an Island'

No man is an island entire of itself; every man
is a piece of the continent, a part of the main;
if a clod be washed away by the sea, Europe
is the less, as well as if a promontory were, as
well as any manner of thy friends or of thine
own were; any man's death diminishes me,
because I am involved in mankind.
And therefore never send to know for whom
the bell tolls; it tolls for thee.

John Donne

15 mins
Seek and You Shall Find
Look back through all of the poems and songs you have encountered in this unit and find examples of at least 10 poetic devices.
Write the device and example on a piece of paper.
Complete and turn in.
Figurative Language
Free Verse
Rhyme Scheme
Lesson 10: Sound, Found, & More
5 mins
Bull Durham Credo
Observe the form that Bill Durham’s credo takes.
40 mins
Poetry Writing Carousel
Group 1: Ali, Jagroop, Armaan, Krystian
Group 2: Jadorrah, Devin, Jude, Laura
Group 3: Parveen, Anuska, Jaeda,
Group 4: Jai, Rohan, Caedan,
Group 5: Michael N, Eisha, Aaron
Group 6: Shukri, Jeanelle, Angeli
1. Bill Durham Credo

Bull Durham Credo:
In the movie Bull Durham Kevin Costner's character is asked what he believes in. His
answer provides us with a poetic format. By following the formula below, tell what you
believe in.
I believe in the _________________________
But (something you don't believe in, i.e. ("but the novels of Susan
Sontag are self-indulgent, over-rated")
I believe in____________________________
I believe in____________________________
I believe in____________________________
And I believe in_________________________________(longest)
for example:
I believe in the wisdom of elders,
the influence of peer pressure,
the importance of success,
the evil that exists in money,
the effectiveness of hard work,
dedication, courage, strength.
But the belief that you don't have to strive
for your goals is just outrageous.
I believe in the truth that will set you free,
I believe in love that will conquer all,
I believe in respect for others,
Courtesy, politeness, gratitude.
And I believe in the fact that tomorrow
isn't promised to you.
---Tierra Jones (Grade 10)

Travel through all
three stations and write a
poem according to the
station instructions
2. Found Poems

Look in the various magazines, newspapers, or books and pick out words on a
page that will combine to create a poem of sorts….a found poem.
You could also look around the room to find words and objects to include or
you could take a page out of the romance novel and cross out all words but a
few to create a poem.
3. Sound Poems

Think about the sound one of the objects before you makes.
Create a poem that reflects this sound in rhythm, sound, form
or all of the above!
25 mins
Crossword Creation
Individual work
Use examples and poetic devices from previous class to develop a crossword puzzle.
Puzzle will be redistributed in the class as a study aid for someone else.
5 mins
Closing Remarks
What did you learn today?
Which form of poetry did you
enjoy the most?
Homework: Finish crossword - we will redistribute to a partner next class.
Lesson 11: Concrete Structures
10 mins
1. Side by side
2. Just between
you and me
3. Banana split
4. Once upon a time
5. Lazy afternoon
6. Big deal
10. Forum
11. Half an hour
12. Water (H to O)
13. Long time no see
14. Matinee
15. Added
25. Incomplete pass
26. Long ago
27. Ants in your pants
28. Scrambled eggs
29. One on one
30. Tennis shoes
37. Quit following me
38. Three degrees below zero
39. Circles under the eyes
40. I understand
41. Paradise
10 mins
Why Wordles?
Why did I have you do that?

How does it relate to poetry?

15 mins
Exploring Concrete
What does the shape convey?
How does the form affect our appreciation?
Would another shape do it justice?
23 mins
Concrete Creation
Create your own concrete poem (15 min)

Some suggestions: the rising sun, a cat hopping across a fence, or a pirouetting ballerina.

Share poems in small groups(8 min)

*Hand in at the end of class.
15 mins
Student Directed Time
Complete missing assignments.
2 mins
Concrete Wrap Up
Share a concrete poem for $
Finish portfolio compilation - hand in November 25, 2014

Prepare for unit test - November 25, 2014

Prepare for poetry
slam presentation - November 25, 2014
1. Side by side
2. Just between you and me
3. Banana split
4. Once upon a time
5. Lazy afternoon
6. Big deal
10. Forum
11. Half an hour
12. Water (H to O)
13. Long time no see
14. Matinee
15. Added
Lesson 12: Slam Prep and Review
15 mins
Slam Poetry
15 mins
How to Write Slam Poetry
1. Do Your Homework. To know what makes slam poetry effective, you need to see a lot of it performed. Attend a poetry slam at a local coffee shop or bookstore. If you can't find one, head to YouTube.com, type in "slam poetry videos" and you'll be amazed by the quantity, quality, and variety that you’ll find. Take notes on which slam poems you like best and why they made an impression.

2. Choose a Topic. Identify an event, person, or issue that evokes a passion in you. It could be a trip that changed the way you look at life. Maybe you recently fell in love or went through a bad breakup. Or, perhaps you're determined to do whatever you can to fight animal cruelty. When you're fired up, emotions and words are more likely to flow out of you.

3. Put Your Words on Paper. Use your five senses to create a first draft. Write down what you see, hear, taste, touch, and smell when you think about your topic. Details are key when it comes to painting a vivid picture through slam poetry, so always ask yourself: "could I be more specific?" For instance, instead of writing "I drank a glass of water," write "I sipped on an ice-cold glass of water with a pinch of lemon that was so tart, it made me cringe." Craft your words into short stanzas that lend themselves to a natural rhythm and feel free to use rhyme if you feel like it.

4. Edit yourself. When editing, read your poem out loud. If you find yourself stumbling over certain lines that are clunky or too long, that's when you know that a section probably needs to be cut, changed, or moved. It may help to use an online thesaurus if you're looking for synonyms to replace certain words.
5. Add a Little Drama. Remember, you're not just reading your poem out loud—you're performing! The goal is to get the audience to audibly react (i.e. laugh, cry, gasp, snap, clap, yell "yeah!") to increase your score. So look for ways to increase the drama. Are there moments where you can whisper or shout? Are there places where you can speed up or slow down? Can you throw in facial expressions or bodily movements to illustrate your main messages?

After you follow these five steps, rehearse your poem and then sign up for a local poetry slam! Note: Most slams do not require you to memorize your poem, but you might want to. When you don't have to hold a piece of paper, you can look directly at the audience and use your hands as tools during the performance, which will give you a competitive edge.
5 mins
We will have our own Slam Poetry Competition on May 10 & 11
Portfolio Review
Portfolios are due: November 25, 2014
2 mins
SSR # 7 - 13
I will be marking your Sustained Silent Reading entries during your unit test: November 25, 2014
43 mins
Unit Review
What you should know for the poetry unit test:
1. Be able to identify the different poem formats that we studied.
2. Poetry Terms and Devices
3. Be able to identify Poetic terms in poetry
4. Review the poems we have studied in class.
Lesson 13: Poetry Slam

14. onomatopoeia A figure of speech in which natural sounds are imitated in the sounds of words.

15. oxymoron A figure of speech that combines opposite or contradictory terms in a brief phrase.

16. parallelism Phrases or sentences of a similar construction/meaning placed side by side, balancing each other

17. pathos A quality that evokes pity or sadness

18. personification A figure of speech in which an object or animal is given human feelings, thoughts, or attitudes

19. repetition The reappearance of a sound, a word, a phrase, a stanza, or other structure in any literary work.

20. rhyme Repetition of accented vowel sounds and all sounds following them in words that are close together in a poem.

21. rhythm Definition: A musical quality produced by the repetition of stressed and unstressed syllables (meter) or by the repetition of words and phrases or even whole lines or sentence

22. simile A comparison using like or as

23. stanza A group of lines in a poem

24. symbol A thing that represents or stands for something else, esp. a material object representing something abstract.

25. tone A writer's attitude toward his or her subject matter revealed through diction, figurative language, and organization on the sentence and global levels.

1. alliteration Repetition of initial consonant sounds

2. assonance Repetition of a vowel sound within two or more words in close proximity

3. cliche A worn-out idea or overused expression

4. contrast All the ways they are different

5. couplets Two successive lines of poetry with the same end rhyme.

6. description A rhetorical mode based in the five senses. It aims to re-create, invent, or present something so that the reader can experience it.

7. figurative language A form of language use in which writers and speakers convey something other than the literal meaning of their words.
(I'm so hungry I could eat a horse.)

8. hyperbole A figure of speech that uses exaggeration to express strong emotion, make a point, or evoke humor

9. literal language A form of language in which writers and speakers mean exactly what their words denote.

10. meter A regular pattern of stressed and unstressed syllables in a line of poetry

11. metaphor A figure of speech in which an expression is used to refer to something that it does not literally denote in order to suggest a similarity.

12. mood Feeling or atmosphere that a writer creates for the reader

13. metonymy A figure of speech in which something is referred to by using the name of something that is associated with it
(The pen is mightier than the sword. (Pen refers to written words and sword to military force.)
What are your favourite albums?

How/why did you make your choice?

Is there a difference between favourite album and an album you could listen to for three years?

Anyone want to share a minute of their favourite song?
[Intro: Kendrick Lamar]
Alls my life I has to fight, nigga
Alls my life I...
Hard times like, "God!"
Bad trips like, "Yeah!"
Nazareth, I'm f*** up
Homie, you fucked up
But if God got us, then we gon' be alright
[Hook: Pharrell Williams]
N***, we gon' be alright
N***, we gon' be alright
We gon' be alright
Do you hear me, do you feel me? We gon' be alright
N***, we gon' be alright
Huh? We gon' be alright
N***, we gon' be alright
Do you hear me, do you feel me? We gon' be alright
[Verse 1: Kendrick Lamar]
Uh, and when I wake up
I recognize you're looking at me for the pay cut
But homicide be looking at you from the face down
What MAC-11 even boom with the bass down?
Schemin', and let me tell you 'bout my life
Painkillers only put me in the twilight
Where pretty p**** and Benjamin is the highlight
Now tell my momma I love her, but this what I like, Lord knows
20 of 'em in my Chevy, tell 'em all to come and get me
Reaping everything I sow, so my karma comin' heavy
No preliminary hearings on my record
I'm a mother***** gangster in silence for the record
Tell the world I know it's too late
Boys and girls, I think I gone cray
Drown inside my vices all day
Won't you please believe when I say
[Pre-Hook: Kendrick Lamar]
Wouldn't you know
We been hurt, been down before
N***, when our pride was low
Lookin' at the world like, "Where do we go?"
N***, and we hate po-po
Wanna kill us dead in the street fo sho'
N***, I'm at the preacher's door
My knees gettin' weak, and my gun might blow
But we gon' be alright
[Hook: Kendrick Lamar]
N***, we gon' be alright
N***, we gon' be alright
We gon' be alright
Do you hear me, do you feel me? We gon' be alright
N***, we gon' be alright
Huh? We gon' be alright
N***, we gon' be alright
Do you hear me, do you feel me? We gon' be alright
[Verse 2: Kendrick Lamar]
What you want you: a house or a car?
40 acres and a mule? A piano, a guitar?
Anything, see my name is Lucy, I'm your dog
Mother****, you can live at the mall
I can see the evil, I can tell it, I know it's illegal
I don't think about it, I deposit every other zero
Thinking of my partner, put the candy, paint it on the Regal
Digging in my pocket, ain't a profit big enough to feed you
Everyday my logic get another dollar just to keep you
In the presence of your chico... Ah!
I don't talk about it, be about it, everyday I sequel
If I got it then you know you got it, Heaven, I can reach you
Pet dog, pet dog, pet dog, my dog, that's all
Pick back and chat, I trap the back for y'all
I rap, I black on track so rest assured
My rights, my wrongs; I write 'til I'm right with God
[Pre-Hook: Kendrick Lamar]
Wouldn't you know
We been hurt, been down before
N***, when our pride was low
Lookin' at the world like, "Where do we go?"
N***, and we hate po-po
Wanna kill us dead in the street fo sho'
N***, I'm at the preacher's door
My knees gettin' weak, and my gun might blow
But we gon' be alright
[Hook: Kendrick Lamar]
N***, we gon' be alright
N***, we gon' be alright
We gon' be alright
Do you hear me, do you feel me? We gon' be alright
N***, we gon' be alright
Huh? We gon' be alright
N***, we gon' be alright
Do you hear me, do you feel me? We gon' be alright
[Outro: Kendrick Lamar]
I keep my head up high
I cross my heart and hope to die
Lovin' me is complicated
Too afraid, a lot of changes
I'm alright, and you're a favorite
Dark nights in my prayers
I remembered you was conflicted
Misusing your influence, sometimes I did the same
Abusing my power, full of resentment
Resentment that turned into a deep depression
Found myself screamin' in the hotel room
I didn't wanna self-destruct
The evils of Lucy was all around me
So I went runnin' for answers

Is this the song writer's interpretation?

How else could this video be interpreted?
In the background there is a lake,
and beyond that, some low hills.

(The photograph was taken
the day after I drowned.

I am in the lake, in the center
of the picture, just under the surface.

It is difficult to say where
precisely, or to say
how large or small I am:
the effect of water
on light is a distortion

but if you look long enough,
you will be able to see me.)

Margaret Atwood

In the background there is a lake,
and beyond that, some low hills.

(The photograph was taken
the day after I drowned.

I am in the lake, in the center
of the picture, just under the surface.

It is difficult to say where
precisely, or to say
how large or small I am:
the effect of water
on light is a distortion

but if you look long enough,
you will be able to see me.)

Margaret Atwood
Our brother gazes at something invisible
on the shag rug.
His downed white lids
give him the look of someone asleep
o dreaming of stillness,
a lizard
lit green glass
on a sunny wall.
Somewhere far
from here.
Far from the shouting that will resume
within moments after the snick
of the shutter.
The middle girl has round
cheeks & eyes that narrow warily.
She whirls
from one locus of strong emotion
to the next, a compass needle
pulled by forces
for which she has no name.
She will die
when she is twenty without
a word.
In the photograph, she looks guilty

Zoe Landale
I am hiding in the long grass
with my two dead cousins,
the membrane grown already
across their throats.

We hear crickets and our own hearts
close to our ears;
though we giggle, we are afraid.

From the shadows around
the corner of the house
a tall man is coming to find us:

He will be an uncle,
if we are lucky.

Margaret Atwood
Task 2: Transforming into poetic writing and putting onto piece of colored paper (15 min)

Task 3: Put an image onto the other side of the board

*To be handed in today.
The teacher, with a voice husky and hollow,
is thundering. He is an old man badly dressed,
withered and dried up,
who is holding a book in his hand.

And the whole children’s choir
is singing its lesson:
one thousand times one hundred is one hundred thousand,
one thousand time one thousand is one million.

A chilly and overcast afternoon
in winter. The students
are studying. Steady boredom
of raindrops across the windowpanes.

Antonio Machado
1. Do you identify with the speaker in this poem? Why/How?
2. Describe 3 images that stick out to you from this poem? Why do they stick out?
Draw a sketch of one of them.
3. What do you think the speaker is trying to tell you about his school experiences?
4. Why do you think that the first paragraph is repeated at the end? What effect does
this have on you?
5. What questions would you ask the author about this poem?
The difficulty is
once you’ve spoken you can never
go back to being comfortable
with silence,
even if you learn
you’ve nothing to say
and would rather not listen.
You can stop talking
but you can’t forget
the broken wires
dangling there between you.
You’ll smile almost guiltily
when your glances
accidentally bump.
It may get so bad
that one of you will have to
pretend to fall asleep.

Alden Nowlan
Full transcript