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POETRY T.I.M.E. Introduction to Poetry Analysis Anna J. Small Roseboro Image http://teachingenglishlanguagearts.com/

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Oh no! Not POETRY! http://teachingenglishlanguagearts.com/

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FRUSTRATION ! http://teachingenglishlanguagearts.com/

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FRUSTRATION! http://teachingenglishlanguagearts.com/

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Do students give up on Poetry? http://teachingenglishlanguagearts.com/

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Do you give up on Poetry? http://teachingenglishlanguagearts.com/

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Do you wonder Meeting CCSS http://teachingenglishlanguagearts.com/ Make inferences (1).(1) Cite specific textual evidence to support conclusions and answers (1).(1) Determine and analyze the theme of a text (2).(2) Analyze the way ideas develop over the course of a text (3).(3) Interpret words and phrases (4).(4)

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Do you wonder Meeting CCSS http://teachingenglishlanguagearts.com/ Analyze connotative and figurative meanings of words (4).(4) Analyze how word choice shapes a text (4).(4) Analyze the structure of a text (5).(5) Assess how point of view shapes a text (6).(6) Analyze how two texts address the same theme (9).(9)

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How can I do this!?!? http://teachingenglishlanguagearts.com/

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I HAVE A IDEA http://teachingenglishlanguagearts.com/

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Teach students to tell the T.I.M.E. http://teachingenglishlanguagearts.com/ DEFINE IT SAMPLE IT EXPERIENCE IT

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Presentation Outline 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/

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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/

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Poetry is experience literature designed to convey a vivid and imaginative sense of experience, http://teachingenglishlanguagearts.com/

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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/

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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/

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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/

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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/

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Learn to tell the T.I.M.E. Youll have a key that can be used on any poetry assignment. http://teachingenglishlanguagearts.com/

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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/

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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/

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One is not amazed, At first glance, By a poem, Which is a tight-closed As a tiny bud, http://teachingenglishlanguagearts.com/

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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/

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Poems meant to be understood http://teachingenglishlanguagearts.com/

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Linda Hargrove, Artist

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Unfolding Bud One is amazed By a water-lily Bud Unfolding With each passing day, Taking on a richer color And new dimensions One is not amazed At first glance, By a poem Which is as tight-closed As a tiny bud. Yet one is surprised To see a poem Gradually unfolding, Revealing its rich inner self As one reads it Again And over again. Naoshi Koriyama http://teachingenglishlanguagearts.com/

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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/

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The speaker? WHAT CLUES FROM THE POEM? http://teachingenglishlanguagearts.com/

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The Audience? A special person? A special kind of person? A group of people? http://teachingenglishlanguagearts.com/

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Heres another way to SEE poetry. Tell the T.I.M.E. Time? Whats that? http://teachingenglishlanguagearts.com/

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T.I.M.E. MNEMONIC T = The Title, Thought, Theme I = Imagery M = Music E = Emotion http://teachingenglishlanguagearts.com/

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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

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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/

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One is not amazed, At first glance, By a poem, Which is a tight-closed As a tiny bud, http://teachingenglishlanguagearts.com/

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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/

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I = IMAGERY Poets use WORDS TO PAINT PICTURES in the minds of the readers and listeners. http://teachingenglishlanguagearts.com/

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Words Create Mental Picture http://teachingenglishlanguagearts.com/ Linda Hargrove, Artist

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KINDS OF IMAGERY CONCRETE Sight Sound Taste Touch Smell http://teachingenglishlanguagearts.com/

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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/

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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/

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M = MUSIC Rhythm Rhyme Sound Alliteration Assonance Onomatopoeia http://teachingenglishlanguagearts.com/

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Music is the SOUND of poetry http://teachingenglishlanguagearts.com/

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Linda Hargrove, Artist

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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/

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Expressed by the poet Experienced by reader E = EMOTION TONE MOOD http://teachingenglishlanguagearts.com/

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What does the POET feel about TOPIC of poem? How does poem make YOU feel? http://teachingenglishlanguagearts.com/

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Linda Hargrove, Artist

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T.I.M.E. MNEMONIC T = Title, Thought, Theme I = Imagery M = Music E = Emotion http://teachingenglishlanguagearts.com/

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Pay attention to the IMAGERY and MUSIC and you will have a clue to the following about a poem: MESSAGE from Poet MEANING(S) to You Your turn to try it. http://teachingenglishlanguagearts.com/

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Tell the T.I.M.E. for this POEM. Im Nobody By Emily Dickenson Image http://teachingenglishlanguagearts.com/

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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/

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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/

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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/

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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/

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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/

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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/

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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/

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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/

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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/

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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/

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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/

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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/

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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/

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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/

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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/

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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/

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Memorize the T.I.M.E. steps. This mnemonic can help you recall the basic components of poetry analysis. http://teachingenglishlanguagearts.com/

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Enjoy reading and writing poems! Choose your favorite original poemone youve written yourself and publish on a website designed for national viewing. Post on your class website. Memorize a favorite poem and recite to your family. Using computer graphics and photos, illustrate your favorite poem and give it as a gift. http://teachingenglishlanguagearts.com/

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My Books http://teachingenglishlanguagearts.com/

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Questions? Anna J. Small Roseboro National Board Certified Teacher http://teachingenglishlanguagearts.com /

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Questions? ajroseboro@gmail.com Teaching English Language Arts Website http://teachingenglishlanguagearts.com/