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POETRY T.I.M.E. Introduction to Poetry Analysis Anna J. Small Roseboro Image www.teachinglanguagearts.wordpress.com Slide 2 Oh no! Not POETRY! DEFINITION SAMPLE LESSON EXPERIMENT http://teachingenglishlanguagearts.com/ Slide 3 Oh no! Not POETRY! http://teachingenglishlanguagearts.com/ Slide 4 FRUSTRATION ! http://teachingenglishlanguagearts.com/ Slide 5 FRUSTRATION! http://teachingenglishlanguagearts.com/ Slide 6 Do you give up on Poetry? http://teachingenglishlanguagearts.com/ Slide 7 Do you wonder -- http://teachingenglishlanguagearts.com/ Slide 8 How can I do this!?!? http://teachingenglishlanguagearts.com/ Slide 9 I HAVE A IDEA http://teachingenglishlanguagearts.com/ Slide 10 Lesson DEFINITION OF POETRY Learn the T.I.M.E. Strategy Use the T.I.M.E. analysis to Understand a Poem to Write an Essay http://teachingenglishlanguagearts.com/ Slide 11 Poetry is literature designed to convey a vivid and imaginative sense of experience, especially by the use of condensed language chosen for its sound and suggestive power, as well as for its meaning and by the use of such literary techniques as structured meter, natural cadences, rhyme or metaphor. http://teachingenglishlanguagearts.com/ Slide 12 Poetry is experience literature designed to convey a vivid and imaginative sense of experience, http://teachingenglishlanguagearts.com/ Slide 13 Poetry is experience literature designed to convey a vivid and imaginative sense of experience, especially by the use of condensed language chosen for its sound http://teachingenglishlanguagearts.com/ Slide 14 Poetry is experience literature designed to convey a vivid and imaginative sense of experience, especially by the use of condensed language chosen for its sound and suggestive power, http://teachingenglishlanguagearts.com/ Slide 15 Poetry is experience literature designed to convey a vivid and imaginative sense of experience, especially by the use of condensed language chosen for its sound and suggestive power, as well as for its meaning http://teachingenglishlanguagearts.com/ Slide 16 and by the use of such literary techniques techniques as structured meter, natural cadences, rhyme or metaphor. Poetry is experience literature designed to convey a vivid and imaginative sense of experience, especially by the use of condensed language chosen for its sound and suggestive power, as well as for its meaning http://teachingenglishlanguagearts.com/ Slide 17 Learn to tell the T.I.M.E. Youll have a key that can be used on any poetry assignment. http://teachingenglishlanguagearts.com/ Slide 18 Read poem, Unfolding Bud," THREE times. 1. READ silently. On your own paper, write words or phrases that puzzle or appeal to you. 2. Next, read out loud stopping at the end of each line. 3. Then, read out loud, stopping, this time, at marks of punctuation. http://teachingenglishlanguagearts.com/ Slide 19 The Unfolding Bud by Naoshi Koriyama One is amazed By a water-lily bud Unfolding With each passing day, Taking on a richer color And new dimensions http://teachingenglishlanguagearts.com/ Slide 20 One is not amazed, At first glance, By a poem, Which is a tight-closed As a tiny bud, http://teachingenglishlanguagearts.com/ Slide 21 Yet one is surprised To see the poem Gradually unfolding, Revealing its rich inner self As one read it Again And over again. http://teachingenglishlanguagearts.com/ Slide 22 Poems meant to be understood http://teachingenglishlanguagearts.com/ Slide 23 Linda Hargrove, Artist Slide 24 The Speaker and Audience In a couple sentences, write what you think the poem. Unfolding Bud is saying. If this poem were a part of a play, who could be the person speaking it? To whom could the person be speaking? http://teachingenglishlanguagearts.com/ Slide 25 The speaker? WHAT CLUES FROM THE POEM? http://teachingenglishlanguagearts.com/ Slide 26 The Audience? A special person? A special kind of person? A group of people? http://teachingenglishlanguagearts.com/ Slide 27 Heres another way to SEE poetry. Tell the T.I.M.E. Time? Whats that? http://teachingenglishlanguagearts.com/ Slide 28 T.I.M.E. MNEMONIC T = The Title, Thought, Theme I = Imagery M = Music E = Emotion http://teachingenglishlanguagearts.com/ Slide 29 The T of T.I.M.E. The Title The Title The Thought The Thought The Theme The Theme http://teachingenglishlanguagearts.com/ Linda Hargrove, Artist TITLE, THOUGHT, THEME Slide 30 The Unfolding Bud by Naoshi Koriyama One is amazed By a water-lily bud Unfolding With each passing day, Taking on a richer color And new dimensions http://teachingenglishlanguagearts.com/ Slide 31 One is not amazed, At first glance, By a poem, Which is a tight-closed As a tiny bud, http://teachingenglishlanguagearts.com/ Slide 32 Yet one is surprised To see the poem Gradually unfolding, Revealing its rich inner self As one read it Again And over again. http://teachingenglishlanguagearts.com/ Slide 33 I = IMAGERY Poets use WORDS TO PAINT PICTURES in the minds of the readers and listeners. http://teachingenglishlanguagearts.com/ Slide 34 Words Create Mental Picture http://teachingenglishlanguagearts.com/ Linda Hargrove, Artist Slide 35 KINDS OF IMAGERY CONCRETE Sight Sound Taste Touch Smell http://teachingenglishlanguagearts.com/ Slide 36 KINDS OF IMAGERY FIGURATIVE - Comparisons Metaphor Simile Hyperbole Personification Symbol SYNESTHESIA is one of my favorites to add. What does that term mean? Use Internet search to check all definitions. http://teachingenglishlanguagearts.com/ Slide 37 The organist turned and hunched his shoulders. A high cascade of sound bubbled from the organ, spreading, thick and clinging, over the chapel, slowly surging. I could feel the odor of frying bacon reach deep into my stomach as I watched the counterman open the doors of the grill and turn the lean strips over and bang the doors shut again. SOUND DESCRIBED AS TOUCH ODOR DESCRIBED AS TOUCH http://teachingenglishlanguagearts.com/ Slide 38 M = MUSIC Rhythm Rhyme Sound Alliteration Assonance Onomatopoeia http://teachingenglishlanguagearts.com/ Slide 39 Music is the SOUND of poetry http://teachingenglishlanguagearts.com/ Slide 40 Linda Hargrove, Artist Slide 41 Learn the I.T.A.D.s I = iambic u/ (unstressed stressed) T = trochaic /u (stressed unstressed) A = anapestic uu/ (2 unstressed - stressed) D = dactylic /uu (stressed 2 unstressed) FOOT OF POETRY set w/one stressed syllable http://teachingenglishlanguagearts.com/ Slide 42 Expressed by the poet Experienced by reader E = EMOTION TONE MOOD http://teachingenglishlanguagearts.com/ Slide 43 What does the POET feel about TOPIC of poem? How does poem make YOU feel? http://teachingenglishlanguagearts.com/ Slide 44 Linda Hargrove, Artist Slide 45 T.I.M.E. MNEMONIC T = Title, Thought, Theme I = Imagery M = Music E = Emotion http://teachingenglishlanguagearts.com/ Slide 46 Pay attention to the IMAGERY and MUSIC and you will have a clue to the following about a poem: Your turn to try it. http://teachingenglishlanguagearts.com/ Slide 47 Tell the T.I.M.E. for this POEM. Im Nobody By Emily Dickenson Image http://teachingenglishlanguagearts.com/ Slide 48 Im Nobody by Emily Dickinson Im nobody. Who are you? Are you nobody too? Then theres the pair of us. Dont tell. Theyll banish us you know. How dreary to be somebody! How public, like a frog. To tell ones name the livelong June To an admiring bog. http://teachingenglishlanguagearts.com/ Slide 49 Im Nobody by Emily Dickinson Im nobody. Who are you? Are you nobody too? Then theres the pair of us. Dont tell. Theyll banish us you know. How dreary to be somebody! How public, like a frog To tell ones name the livelong June To an admiring bog. The Speaker http://teachingenglishlanguagearts.com/ Slide 50 Im Nobody by Emily Dickinson Im nobody. Who are you? Are you nobody too? Then theres the pair of us. Dont tell. Theyll banish us you know. How dreary to be somebody! How public, like a frog To tell ones name the livelong June To an admiring bog. The SpeakerThe Audience http://teachingenglishlanguagearts.com/ Slide 51 Im Nobody by Emily Dickinson Im nobody. Who are you? Are you nobody too? Then theres the pair of us. Dont tell. Theyll banish us you know. How dreary to be somebody! How public, like a frog To tell ones name the livelong June To an admiring bog. IMAGERY http://teachingenglishlanguagearts.com/ Slide 52 Im Nobody by Emily Dickinson Im nobody. Who are you? Are you nobody too? Then theres the pair of us. Dont tell. Theyll banish us you know. How dreary to be somebody! How public, like a frog To tell ones name the livelong June To an admiring bog. IMAGERY http://teachingenglishlanguagearts.com/ Slide 53 Im Nobody by Emily Dickinson Im nobody. Who are you? Are you nobody too? Then theres the pair of us. Dont tell. Theyll banish us you know. How dreary to be somebody! How public, like a frog To tell ones name the livelong June To an admiring bog. MUSIC RHYME http://teachingenglishlanguagearts.com/ Slide 54 Im Nobody by Emily Dickinson Im nobody. Who are you? Are you nobody too? Then theres the pair of us. Dont tell. Theyll banish us you know. How dreary to be somebody! How public, like a frog To tell ones name the livelong June To an admiring bog. MUSIC RHYME A A B B http://teachingenglishlanguagearts.com/ Slide 55 Im Nobody by Emily Dickinson Im nobody. Who are you? Are you nobody too? Then theres the pair of us. Dont tell. Theyll banish us you know. How dreary to be somebody! How public, like a frog To tell ones name the livelong June To an admiring bog. MUSIC RHYTHM RHYME http://teachingenglishlanguagearts.com/ Slide 56 Im Nobody by Emily Dickinson Im nobody. Who are you? Are you nobody too? Then theres the pair of us. Dont tell. Theyll banish us you know. How dreary to be somebody! How public, like a frog To tell ones name the livelong June To an admiring bog. MUSIC RHYME RHYTHM A A B B http://teachingenglishlanguagearts.com/ Slide 57 Im Nobody by Emily Dickinson Im nobody. Who are you? Are you nobody too? Then theres the pair of us. Dont tell. Theyll banish us you know. How dreary to be somebody! How public, like a frog To tell ones name the livelong June To an admiring bog. MUSIC RHYME RHYTHM A A B B http://teachingenglishlanguagearts.com/ Slide 58 Im Nobody by Emily Dickinson MUSIC RHYME RHYTHM SOUND A A B B Im nobody. Who are you? Are you nobody too? Then theres the pair of us. Dont tell. Theyll banish us you know. How dreary to be somebody! How public, like a frog To tell ones name the livelong June To an admiring bog. http://teachingenglishlanguagearts.com/ Slide 59 Im nobody. Who are you? Are you nobody too? Then theres the pair of us. Dont tell. Theyll banish us you know. How dreary to be somebody! How public, like a frog To tell ones name the livelong June To an admiring bog. Im Nobody by Emily Dickinson MUSIC RHYME RHYTHM SOUND A A B B http://teachingenglishlanguagearts.com/ Slide 60 Im Nobody by Emily Dickinson Im nobody. Who are you? Are you nobody too? Then theres the pair of us. Dont tell. Theyll banish us you know. How dreary to be somebody! How public, like a frog To tell ones name the livelong June To an admiring bog. EMOTION EXPRESSED http://teachingenglishlanguagearts.com/ Slide 61 Im Nobody by Emily Dickinson Im nobody. Who are you? Are you nobody too? Then theres the pair of us. Dont tell. Theyll banish us you know. How dreary to be somebody! How public, like a frog To tell ones name the livelong June To an admiring bog. EMOTION EXPERIENCED http://teachingenglishlanguagearts.com/ Slide 62 Now, write about either poem, Unfolding Bud or Im Nobody. Write a short paper which you describe in about a page your experience reading one of these poems. http://teachingenglishlanguagearts.com/ Slide 63 Critical or Analytical Essay Next, Use the information from your T.I.M.E. analysis in a critical or analytical essay. In the meantime, find and copy three poems you like. Poems should be at least 12 lines long. Message of poem Use T info Explain observation Use I and M info Personal Response Use E motion info http://teachingenglishlanguagearts.com/ Slide 64 Memorize the T.I.M.E. steps. This mnemonic can help you recall the basic components of poetry analysis. http://teachingenglishlanguagearts.com/ Slide 65 Enjoy reading and writing poems! Choose your favorite original poemone youve written yourself and publish on the National Gallery of Writing.National Gallery of Writing. Post on your class website. Memorize a favorite poem and recite to your family. Using computer graphics, illustrate your favorite poem and give it as a gift. http://teachingenglishlanguagearts.com/ Slide 66 *from the National Council of Teachers of English LinkLink Slide 67 Questions? ajroseboro@gmail.com Teaching English Language Arts Website http://teachingenglishlanguagearts.com/