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Maddie Lindstrom

on 12 April 2015

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Transcript of Poetry

Ms. Lee's Poetry Project by Maddie Lindstrom
Vocabulary Used in Poetry
Smile- uses like or as to compare two unlike things
Metaphor- comparison of unlike things without like or as
Hyperbole- a huge exaggeration
Personification- gives human traits to nonhuman things
Onomatopoeia- the written representation of a sound
Imagery- used to develop sensory details which includes sight, touch, taste, smell, hearing, and movement.
Repetition- a sound, phrase, or line that is repeated for emphasis
Alliteration- the repetition of consonant sounds at the beginning of words
Assonance- the repetition of vowel sounds in words that don't end in the same consonant
Consonance- the repetition of consonant sounds within and at the end of words
Television by Roald Dahl
The most important thing we've learned, A
So far as children are concerned, A
let B
Them near your television set -- B
Or better still, just don't install C
The idiotic thing at all. C
In almost every house we've been, D We've watched them gaping at the screen. E
loll and slop
and lounge about, F
stare until their eyes pop out
. F
(Last week in someone's place we saw G
A dozen eyeballs on the floor.) H
They sit and stare and stare and sit I
they're hypnotized by it
, I
Until they're absolutely drunk J
With all that shocking ghastly junk. J
Oh yes, we know it keeps them still, K
They don't climb out the window sill, K
They never kick or fight or punch, L
They leave you free to cook the lunch L
And wash the dishes in the sink -- M
But did you ever stop to think, M
To wonder just exactly what N
This does to your beloved tot? O
Still I Rise by Maya Angelou
You may right me down in history A
With your bitter, twisted lies, B
You may tread me in the very dirt C
But still,
like dust, I'll rise
. B

Does my sassiness upset you? D
Why are you beset with my gloom? E
'Cause I walk like I've got oil wells F
Pumping in my living room. E

like moons and like suns
, G
With the certainty of tides, H
Just like hopes springing high, I
I'll rise
. H

Did you want to see me broken? J
Bowed head and lowered eyes? K
Shoulders falling down like teardrops
. L
Weakened by my soulful cries. K

Does my haughtiness offend you? M
Don't you take it awful hard N
'Cause I laugh like I've got gold mines
Diggin' in my own back yard
. N
Analysis of Television
Table of Contents
1. Poetry Terms
2. Television by Roald Dahl
3. Still I Rise by Maya Angelou from 'I
Will Rise' by Maya Angelou
4. Noise Day
5. The River by Garth Brooks
6. Fast Break by Edwatd Hirsh from
'American Sports Poems' by R.R.
Knudson and May Swenson
! T
'All right' you'll cry 'All right!' you'll say, U
'But if we take the set away, U
What shall we do to entertain V
Our darling children? Please explain!' W
We'll answer this by asking you, X
'What used the darling ones used to do? X
How used they keep themselves contented
Before this monster was invented
Have you forgotten? Don't you know? X
We'll say it very loud and slow: X
THEY... USED... TO... READ! They'd READ and READ,
AND READ and READ, and then proceed
To READ some more
. Great Scott! Gadzooks! Z
One half their lives was reading books
! Z
The nursery shelves held books galore! AA
Books cluttered up the nursery floor! AA
And in the bedroom, by the bed, BB More books were waiting to be read! BB
Such wondrous,
fine, fantastic
tales CC
Of dragons, gypsies, queens, and whales CC
And treasure isles, and distant shores DD
Where smugglers rowed with muffled oars, DD
pirates wearing purple pants
, EE
And sailing ships and elephants, EE
cannibals crouching
'round the pot, FF
Stirring away at something hot. FF
(It smells so good, what can it be? GG
Good gracious, it's Penelope.) HH

The younger ones had Beatrix Potter II
With Mr. Tod, the dirty rotter, II
And Squirrel Nutkin, Pigling Bland, JJ
And Mrs. Tiggy-Winkle and- JJ
Just How The Camel Got His Hump, KK
And How The Monkey Lost His Rump, KK
And Mr. Toad, and bless my soul, LL
There's Mr. Rat and Mr. Mole- LL
Oh, books, what books they used to know, MM
Those children living long ago! MM
So please, oh please, we beg, we pray, NN
Go throw your TV set away, NN
And in its place you can install OO
A lovely bookshelf on the wall. OO
Then fill the shelves with lots of books, PP
Ignoring all the dirty looks, PP
The screams and yells, the bites and kicks- QQ
Fear not, because we promise you RR
That, in about a week or two RR
of having nothing else to do, RR
They'll now begin to feel the need SS
Of having something to read. SS
And once they start -- oh boy, oh boy! TT
You watch the slowly growing joy TT
That fills their hearts. They'll grow so keen UU
They'll wonder what they'd ever seen UU
In that ridiculous machine, VV
nauseating, foul, unclean,
Repulsive television screen
! XX
And later, each and every kid YY
Will love you more for what you did. YY

You may shoot me with your words, P
You may cut me with your eyes, Q
You may kill me with your hatefulness, R
But still, like air, I'll rise. Q

Does my sexiness upset you? S
Does it come as a surprise T
That I dance like I've got diamonds U
at the meeting of my thighs? T

Out of the huts of history's shame V
I rise W
Up from a past that's rooted in pain X
I rise W
I'm a black ocean, leaping and wide,
Welling and swelling
I bear in the tide. Y
Leaving behind nights of terror and fear Z
I rise
Into a daybreak that's wondrously clear Z
I rise
Bringing the gifts that my ancestors gave, AA
I am the dream and the hope of the slave. AA
I rise
I rise
I rise.
Fast Break by Edward Hirsch
A hook shot kisses the rim
and A
hangs there, helplessly, but doesn't drop, B

and for once our gangly starting center C
boxes out his man and times his jump D

gathering the orange leather
from the air like a
cherished possession

and spinning around to throw a strike G
to the outlet who is already shoveling H

an underhand pass toward the other guard I
scissoring past a
defender J

who looks stunned and nailed to the floor K
in the wrong direction, trying to catch sight L

of a
high, gliding
dribble and a man M
letting the play develop in front of him N

slow motion,
almost exactly O
like a coach's drawing on the blackboard

both forwards racing down the court Q
the way that forwards should, fanning out R

and filling the lanes in tandem, moving S
together as brothers passing the ball T

between them without a dribble, without U
a single bounce hitting the hardwood V

until the guard finally lunges out W
and commits to the wrong man X

while the power-forward
explodes past them
in a fury
, taking the ball into the air Z

by himself now and laying it gently AA
against the glass for a lay-up BB

but losing his balance in the process, CC
inexplicably falling, hitting the floor DD

with a wild, headlong motion EE
or the game he loved like a country

and swiveling back to see an orange blur GG
floating perfectly through the net. HH
Analysis of Fast Break
'Out, Out--' by Robert Frost
The buzz saw
snarled and rattled
in the yard A
made dust and dropped stove-length sticks of wood
, B
Sweet-scented stuff
when the breeze drew across it. C
And from there those that lifted eyes could count D
Five mountain ranges one behind the other
Under the sunset far into Vermont.
And the saw
snarled and rattled, snarled and rattled
, G
As it ran light, or had to bear a load. H
And nothing happened: day was all but done. I
Call it a day, I wish they might have said J
To please the boy by giving him the half hour K
That a boy counts so much when saved from work. L
His sister
stood beside
him in her apron M
To tell them 'Supper.' At the word, the saw, N
As if to prove saws knew what supper meant, O
Leaped out at the boys hand
, or seemed to leap-- P
He must have given the hand. However it was, Q
Neither refused the meeting. But the hand! R
The boy's first outcry was a rueful laugh
, S
As he swung toward them holding up the hand T
Half in appeal, but half as if to keep U
the life from spilling. Then the boy saw all-- V
Since he was old enough to know, big boy W
Doing a man's work, though a child at heart-- X
He saw all spoiled. '
Don't let him cut my hand off
-- Y
The doctor, when he comes. '
Don't let him
sister!' Z
So. But the hand was gone already. AA
The doctor put him in the dark of ether. BB
He lay and puffed his lips out
with his breath
. CC
And then-- the watcher at his pulse took fright. DD
No one believed. They listened at his heart. EE
Little-- less-- nothing!-- and that ended it. FF
No more to build on there. And they, since they GG
Were not the one dead, turned to their affairs. HH

Example Figure of Speech Meaning

"never, NEVER, repetition the poet doesn't want
NEVER" the reader to watch TV

"they loll and assonance both loll and slop have
slop" the 'o' sound in the middle

"and stare until hyperbole the poet exaggerates what
their eyes pop out" will happen if you watch TV

"clogs and clutters" alliteration clogs and clutters both
have the 'cl' sound at the

"before this monster metaphor the poet compares the TV
was invented" to a monster

"brain becomes as simile compares the brain to
soft as cheese" cheese because the TV
is rotting the brain

"READ and READ, repetition the poet repeats 'read'
AND READ and READ for emphasis on what
children used to do

"nauseating, foul assonance nauseating and unclean both
unclean" both have 'ea' in the middle
Summary/ Theme and Analysis for Television
The them of this poem is that you should read books rather than spend all of your time watching TV. Roald Dahl says that reading will fill children's hearts with joy. If you never read, your imagination will go away and you'll live a dull life.
The author uses metaphors such as "this monster was invented" to show the importance of reading rather than watching television.
Summary/ Theme and Analysis for Still I Rise
The them of this poem is that the reader can rise out of any situation that comes upon them. Maya Angelou writes that the reader can "rise into a daybreak that's wondrously clear". A person is able to overcome their problem and rise into something better.
The poet uses similes such as "like dust, I'll rise" to signify that a person can rise out of their circumstances.
Example Figure of Speech Meaning

"one half their lives hyperbole the poet exaggerates
was reading books" how much kids read

"fine, fantastic alliteration both fine and fantastic
tales" have 'f' at the beginning

"pirates wearing alliteration the 'p' sound is used at
purple pants" the beginning

"cannibals alliteration the 'c' sound is used at
crouching" the beginning

"nauseating, foul, imagery the poet makes you
unclean repulsive imagine the TV as a
television screen" monster

"until they're hyperbole the poet means that
absolutely drunk" the children watched
so much TV that they
couldn't do anything

"please, oh please" repetition helps us understand
the poet's desperation
Analysis of Still I Rise
Example Figure of Speech Meaning

"like dust, I'll simile compares rising out of a
rise" situation to dust rising

"like moons and simile compares rising out of a
like suns... still situation to the moon and
I'll rise" sun rising

"shoulders falling simile compares her shoulders
down like teardrops" falling to teardrops

"'cause I laugh like I've simile poet is saying that her
got gold mines diggin' laugh is very confident
in my own back yard"

"I rise... I rise... I rise... repetition repeats "I rise" to show
I rise..." the author's determination
to overcome her problems

"I'm a black ocean, metaphor compares herself to an
leaping and wide" ocean because she's
mysterious and very
hard to defeat

"welling and assonance both welling and swelling
swelling" have "well" in the middle

"bowed head and imagery makes you imagine a person
lowered eyes" very sad looking

"you may shoot me metaphor comparing words to bullets
with your words" that are hurting the poet

"I am the dream and metaphor the poet is saying that she is
the hope of the slave" what slaves look up to and she
gives them hope

Example Figure of Speech Meaning

"a hook shot kisses personification the shot hits the rim
the rim" but doesn't go in the

"cherished possession" consonance both cherished and
possession have the
"sh" sound at the end

"flat-footed" alliteration both flat and footed
start with 'f'

"high, gliding assonance both high and gliding
dribble" have the 'I' sound in
the middle

"passing the ball imagery makes you imagine
between them without a ball being passed
a single bounce" back and forth

"see an orange blur imagery makes you imagine
floating through the a ball going though
net" net swiftly

Example Figure of Speech Meaning

"in slow motion" assonance both slow and motion
have the 'o' sound
in the middle

"like a coach's drawing simile compares defender to
on the blackboard" the drawing because
both don't move at all

"explodes past them in hyperbole poet means that the forward
a fury" moves quickly and with purpose

"for the game he loved simile compares the player's love of
like a country" basketball with that of one's
love for his country

"gathering the orange imagery the poet makes you imagine
leather" what the basketball looks like
Summary/ Theme and Analysis for Fast Break
The purpose of this poem is to narrate a fast break during a basketball game. The poet explains step by step how the play is run, and the outcome of all of the players working together. During the poem, the poet demonstrates the relationships and love that come out of basketball.
The poet uses similes such as, "for the game he loved like a country" to demonstrate how much some people love the game of basketball.
This poem is an example of a narrative poem.
Analysis for Out, Out
Example Figure of Speech Meaning

"snarled and consonance both snarled and rattled
rattled" end in the 'ed' sound

"made dust and consonance made, dropped, and wood
dropped stove-length all end in the 'ed' sound
sticks of wood"

"from there those that" alliteration there, those, and that all
begin with the 'th' sound

"five mountain ranges imagery makes you imagine being
one behind the other surrounded by nature
under the sunset"

"stood beside him" consonance stood and beside both end in
the 'd' sound

Example Figure of Speech Meaning

"leaped out of the personification the boy dropped the saw
boy's hand" from excitement

"the boy's first imagery the poet causes you to hear
outcry was a a harsh laugh
rueful laugh"

"don't let him... repetition 'don't let him is repeated
don't let him!" so that we can understand
the boy's desperation

"snarled and rattled, repetition repeated to emphasize the
snarled and rattled" sound that the saw makes

"with his breath" consonance with and breath both end in
the 'th' sound
Summary/ Theme and Analysis for Out, Out
The purpose of this poem is to show the dangers of life before we had a lot of safety and real doctors. The poet shows everyday schedules such working and eating throughout the poem. He shows that even through loss, people had to carry on to survive back then.
The poet uses imagery such as, "under the sunset far into Vermont" to show what what the scenery was like when you lived in Vermont.
This poem is an example of narrative poem.
This poem is an example of a lyric poem.
This poem is an example of a lyric poem.
The River by Garth Brooks
You know a dream is like a river
Ever changin' as it flows
And a dreamer's just a vessel
That must follow where it goes
Trying to learn from what's behind you D
And never knowing what's in store E
Makes each day a battle
Just to stay between the shores

I will sail my vessel
'Til the river runs dry
Like a bird upon the wind
These waters are my sky
I'll never reach my destination J
If I never try H
So I will sail my vessel K
'Til the river runs dry H

Too many times we
stand aside
And let the waters slip away M
'Til what we put off 'til tomorrow N
Has now become today M
So don't you sit upon the shoreline O
And say you're satisfied P
Choose to chance
the rapids Q
dare to dance
the tide P
I will sail my vessel R
'Til the river runs dry S
Like a bird upon the wind T
These waters are my sky S
I'll never reach my destination U
If I never try S
So I will sail my vessel V
'Til the river runs dry S

There's bound to be rough waters W
And I know I'll take some falls X
But with the good Lord as my captain Y
I can make it through them all X

I will sail my vessel Z
'Til the river runs dry AA
Like a bird upon the wind BB
These waters are my sky AA
I'll never reach my destination CC
If I never try AA
So I will sail my vessel DD
'Til the river runs dry AA

Yes, I will sail my vessel EE
'Til the river runs dry FF
'Til the river runs dry FF
Analysis of The River
Example Figure of Speech Meaning

"you know a simile compares a dream to a
dream is like a river because they're
river, ever changin' always changing
as it flows

"a dreamer's just a metaphor means that the dreamer
vessel that must follow has to follow wherever
where it goes" their dreams take them

"makes each day a metaphor means that it will be hard
constant battle just to not quit and stop on
to stay between the your dream

"I will sail my vessel hyperbole he's not literally going to
'till the river runs dry" sail the river, he's going to
never stop following his
Example Figure of Speech Meaning

"stand aside" consonance both stand and aside
end in the 'd' sound

"choose to chance" alliteration choose and chance both
start with the 'ch' sound

"dare to dance" alliteration dare and dance both
start with the 'd' sound

"'til the river runs repetition emphasis on the poet's
dry, 'til the river runs determination to never
dry give up on dreams

Summary/ Theme and Analysis of The River
The purpose of this poem is to encourage the reader to never give up on their dreams. The poet explains that the reader will follow the "river" of their dreams. He says that it will be easy to give up, but that you must keep on sailing.
The poet uses hyperboles such as "I will sail my vessel 'til the river runs dry" to encourage the reader to pursue their dreams.
This poem is an example of a lyric poem.
Noise Day by Shel Silverstein
Let's have one day for girls and boyses A

When you can make the grandest noises A

, scream holler, and yell-- B

Buzz a buzzer
, clang a bell, B

Sneeze-- hiccup-- whistle-- shout, C

Laugh until your lungs wear out
, C

a whistle, kick a can, D

a spoon against a pan, D

Sing, yodel,
bellow, hum
, E

Blow a horn
, beat a drum, E

Rattle a window, slam a door, F

Scrape a rake
across the floor, F

Use a drill, drive a nail,

Turn the hose on the garbage pale, G

Shout yahoo-- hurrah-- hooray, H

Turn the music up all the way, H

Try and
bounce your bowling ball
, I

Ride a skateboard up the wall, I

Chomp your food with a
smack and a slurp
, J

chomp-- hiccup-- burp
. J

One day a year do all of these, K

The rest of the days-- be quiet please. K
Analysis of Noise Day
Example Figure of Speech Meaning

"screech" onomatopoeia screech is the sound being made

"screech, scream" assonance screech and scream both
have the "ea sound in the middle

"buzz a buzzer" consonance both buzz and buzzer end in "zz"

"toot" onomatopoeia toot is the sound being made

"bang" onomatopoeia bang is the sound being made

"bellow, hum, assonance bellow and blow make the long 'o
blow a horn" sound at the middle

"scrape a rake" assonance scrape and rake have 'a' in the middle

"use a drill, drive consonance drill and nail end in the 'l' sound
a nail"

"bounce your alliteration bounce, bowling, and ball begin with 'b'
bowling ball"

"chomp, hiccup, consonance all in the 'p' sound
Summary/ Theme and Analysis of Noise Day
The poet is expressing his annoyance in Noise Day. He feels that one day a year, all of the noise that you have been wanting to make should be completely let loose. The rest of the days, however, you should be quiet.
The poet uses onomatopoeia such as "Yahoo" to convey the kinds of noise that will be made on noise day.
This poem is an example of a lyric poem.
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