English Poetry - PowerPoint Presentation

Slide1

English Poetry

Week 1-2Slide2

FreeWrite

What do you already know about English poetry?

What sorts of themes do you associate with that term?

Can you name any English poets?Slide3

Brainstorming

Shakespeare

Edgar Allan Poe – dark, gothic Romanticist

Trochees,

throchaic

octameter

Frost, Dickinson, Mr. and Mrs. Browning

Rhyme scheme – sound the same

Riddle poems

Free Verse – Unrhymed Iambic Pentameter

Symbolism – where one thing stands for another

Ballad – poem,

lovey

dovey

, sad

Epic – narrative poem, heroes, Odyssey, Beowulf

Personification – inanimate objects have human characteristics

metaphor/simile – Comparing things, Similes use “like” or “as” – He was a bear! vs. He was like a bear!

C.W.Slide4

English Poetry

As the country that spawned our language, it would be nice to have a foundational understanding of the people that have put it to its best use: the poets.

These are names I can personally guarantee you will hear, not only in your careers as students of language, but as consumers of culture, both pop- and American.Slide5

Rough Outline

Elizabethan

Spenser

Shakespeare

Metaphysical

John Donne

Satire

Swift

Romantic

WordsworthColeridgeShelley’s “Ozymandias”

Victorian and after

Alfred, Lord Tennyson

Browning

& Browning

Carroll

Kipling, IF

Modernism

T.S. Eliot – “

Prufrock

”, “Wasteland”

EPSlide6

In addition to plays…

Shakespeare was a master of the courtly sonnet.

What’s a sonnet, you ask?Slide7

Welcome!

Please take your seat and title a new heading in your notes

The Shakespearean SonnetSlide8

The Shakespearean Sonnet - #1

From fairest creatures we desire increase,

That thereby beauty’s rose might never die.

But as the riper should by time decease,

His tender heir might bear his memory:

But thou, contracted to

thine

own bright eyes,

Feed'st

thy light’s flame with self-substantial fuel,

Making a famine where abundance lies,

Thyself thy foe, to thy sweet self too cruel.

Thou that art now the world’s fresh ornament

And only herald to the gaudy spring,

Within

thine

own bud

buriest

thy content

And, tender churl,

mak'st

waste in

niggarding

.

Pity the world, or else this glutton be,

To eat the world’s due, by the grave and thee.Slide9

Reflect:

1 minute: What jumped out at you?

What do you remember?

What did you feel?

Any personal connections, emotions, or beliefs that influenced your reaction? Memories?

What specific words, phrases or ideas elicit these feelings?

Now let’s notice some specific mechanics about this type of poem…Slide10

Paraphrasing

pretty people should have more babies

that way beauty can live forever

over time even the beautiful will die

so children can carry on their beauty

But you, are obsessed with yourself

you’re a narcissist

you have the ability but aren’t using it

you’re only hurting yourself

You are currently the most beautiful

And only hint at the ugly future

You’re not concerned about the beauty of the future

You’re hoarding the beauty

Take pity on the world and share your beauty

Otherwise you will eat it up as you ageSlide11

The Shakespearean Sonnet - #1

From fairest creatures we desire

increase,

That thereby beauty’s rose might never

die.

But as the riper should by time

decease,

His tender heir might bear his

memory:

But thou, contracted to thine

own bright

eyes

,

Feed'st

thy light’s flame with self-substantial

fuel

,

Making a famine where abundance

lies

,

Thyself thy foe, to thy sweet self too

cruel

.Thou that art now the world’s fresh ornamentAnd only herald to the gaudy spring,Within thine own bud buriest thy contentAnd, tender churl, mak'st waste in niggarding.Pity the world, or else this glutton be,To eat the world’s due, by the grave and thee.

a

b

a

b

b

c

b

c

d

e

d

e

f

fSlide12

Quatrains and Couplets

Quatrain – a distinct segment of a stanza or poem that contains FOUR (

quatro

) lines

Couplet - a distinct segment of a stanza or poem that contains TWO (a couple of) lines

4

2Slide13

the sonnet-ballad  

by

Gwendolyn Brooks

From fairest creatures we desire

increase,

That thereby beauty’s rose might never

die.

But as the riper should by time

decease,

His tender heir might bear his memory:

But thou, contracted to

thine

own bright

eyes

,

Feed'st

thy light’s flame with self-substantial

fuel

,

Making a famine where abundance

lies

,

Thyself thy foe, to thy sweet self too cruel.Thou that art now the world’s fresh ornamentAnd only herald to the gaudy spring,Within thine own bud buriest thy contentAnd, tender churl, mak'st waste in niggarding.Pity the world, or else this glutton be,To eat the world’s due, by the grave and

thee

.

a

b

a

b

bcbcdedeaa

Q1

Q2

Q3

CSlide14

Meter

What do we notice?Slide15

Writing a Quatrain

Start by writing the four lines of stuff you want to say in un-metered sentences.

EX: Music 1) listening 2) playing guitar 3) dancing

Music makes me feel great when I listen to it. I can listen to music all day and not get bored. It is like a soundtrack to my life. My life is like a music video!

Making music on my guitar is such a joy! Whatever is in my head or heart can be expressed through chords and melodies. Bands playing their own songs can be magical.

Letting the music affect your body can be wonderful! Dancing alone or with friends is always great. It connects you to the music

you listen to.

Slide16

Finding the Stress

u / u / u / u / u /

Your Mother has the best in mind for you.

u / u/ /

Your big bright smile

u / u / u / u / u /

You would not be here if your mom had gone.Slide17

Your Sonnets

Please take the next ten minutes to compile your quatrains onto the handout from last week.Slide18

Multiple Choice Practice

Take the whole period to work on this packet.

Circle or underline any terms you don’t know.

Finish for homework.Slide19

Non-Shakespearean Sonnets

For each

Count the lines. Are there quatrains? couplets?

write out the rhyme scheme in letters after each line.

Count the beats in each line and find the rhythmSlide20

Hello!

Please take your seat and take out your copy of the John Donne poem passed out yesterday.

After a second read, what differences can you articulate between this poem and Shakespeare’s sonnets?Slide21

Donne Vs. Shakespeare

Metaphysical - Highly intellectual poetry often focusing on a dramatic event, such as damnation, salvation, death, or love. Although such poetry can be highly emotional, it is often more argumentative in natureSlide22

Arguing for Donne

Choose one of the listed perspectives. Which is true of the speaker and audience?

Make your case in a few paragraphs.

What key words or phrases let you know who is speaking and to what purpose?Slide23

Welcome!

Please finish your sonnets and put them all on the handout.

If no one has written the couplet at the end, the two lines that summarize, work together as a group to finish it.

Then, in your notes, title a new heading “English Romanticism”Slide24

Romanticism =/=

Lovey

DoveySlide25

Romanticism vs

_____________

Puritanism

People tired of rules, religion, society

Enlightenment

18

th

century (1700’s) characterized by science and reason

Things were being labeled and categorized, including

poeple.

In America…

In England…Slide26

Romanticism

The Romantic era was characterized by a movement away from societal norms, and an inward focus on the

self

as part of a larger system.

F

reedom

I

deals/Imagination/Intuition

R

ejection of Rules

E

motion & EscapeSlide27

Romanticism

William Wordsworth

Published

Lyrical Ballads

in 1798 with Samuel Taylor Coleridge

Defined what Romanticism was

Many examples in this tradition

Wordsworth described poetry as "the spontaneous overflow of powerful emotions recollected in tranquility: it takes its origin from emotion recollected in tranquility."Slide28

Hello!

Please take out your copies of Wordsworth’s “I Wandered Lonely as a Cloud” and be prepared to discuss when the bell rings.Slide29

Samuel Taylor Coleridge

Co-founder of the Romantic movement with Wordsworth

Tremendous influence on American Romanticism (Thoreau, Emerson)

Suffered from depression and anxiety (bipolar?)

The treatment? Laudanum, a medical opiate, on which he was chemically dependent much of his life.Slide30

Stops a guy

wedding

Mariner starts his story

Sun

Party/Wedding

Storm

iceberg

ice

Bird

followed them

Shoots the birdSlide31

Hello!

Please take out your copies of “Rime…” so that I may check for annotations.

While I do, take six minutes to choose any particular passage of the poem that you found interesting or exciting.

Please write in your notebooks why you felt this way.

Things to consider in your reflection:

content: zombies, monsters, the supernatural

technical detail: rhythm, rhyme, meter

symbolism: weather, the cosmos, the albatross, colorsSlide32

Review SheetSlide33

Where’s the FIRE?

Why is “Rime” in the Romantic tradition?

Freedom

Open seas, away from constructs of civilization

Imaginative

not concrete, based on experience

The Natural

weather, the cosmos, animals, life/death

Liminality

The place on the edge of a realm or between two realms. Oneiric realities.Slide34

Hello!

Please take out your copy of “Rime…” as well as the review sheet.

Part 1

3

grabbed him, skinny hand, glittering eye

Cursed, shot the albatross, had to tell the story

Sun; Male – Storm; Male

Part 2

Sun; male

Thought the albatross was a good omendrop to drinkaround his neckPart 3Too dryGhost ship, made of bones

Women, dice-game

diedSlide35

Part IV

scared

die, drink, speak, PRAY

Moon; female

hoary flakes of elfish light

sleep, pray

Falls off and sinks

Part V

Raincome back to life, man the shipWindspiritpenance more will doPart VI

spirits

lighthouse, homeland

seraphs

Pilot, his son, hermit

Part VII

Sank

Pilot’s boat

FreeSlide36

Symbolism in “Rime”

Symbolism: The practice of representing things by means of symbols or of attributing symbolic meanings or significance to objects, events, or relationships.

Symbols or objects in a story or poem stand for something more meaningfulSlide37

Symbolism in “Rime”

Weather

What does it mean in “Rime”? What does it do?

It gets worse, then better, then worse, then better. Why? What significance is the weather to the Mariner?

The Sun, Moon, and Stars

Are these religious symbols? Do they stand for the gods?

The Albatross

Is it better alive or dead? What does it mean?

Religion

What does the Mariner’s entire tale teach him about organized religion, God, and prayer? How has he learned this?Slide38

Homework

Consider one of the symbols discussed in class (Weather, the cosmos, the albatross, or religion).

Briefly (2 or 3 paragraphs) trace this symbol throughout the poem and reflect on what it means.

Consider the questions:

What is its connection to the fate of the Mariner? How does this symbol affect his journey?

Why is this connection important?

What does Coleridge want us to “get” out of this symbol?Slide39

Welcome!

In your notes, please describe one of your most vivid dreams or nightmares, especially one that truly upset or perplexed you. Be sure to go into detail, using details to not only recreate this nocturnal vision, but also to explain your reaction to it. Slide40

Coleridge and “Kubla

Khan”

Co-founder of English Romanticism with Wordsworth

Addicted to opium – like weed mixed with acid

Reading a Chinese travel book and fell asleep

Dreamt of Mongolian warlord

Kubla

Khan

Awoke and tried to write down his dream

Interrupted by business halfway throughTried to finish later in same styleSlide41

The author continued for about 3 hours in a profound sleep, at least of the external senses, during which time he has the most vivid confidence, that he could not have composed less than from two or three hundred lines … On waking he appeared to himself to have a distinct recollection of the whole and taking up his pen, ink, and paper, instantly and eagerly wrote the lines that are here preserved. At this moment he was unfortunately called out by a person on business from

Porlock

, and detained by him above an hour, and on his return to his room found, to his no small surprise and mortification, that though he still retained some vague and dim recollection of the general purport of the vision, yet, with the exception of some eight or ten scattered lines and images, all the rest had passed away like the images on the surfaces of a stream into which a stone has been cast, but alas! without the after restoration of the latter!Slide42

Imagery

vivid, descriptive language that appeals to one or more of the five senses (sight, hearing, smell, taste, and touch).Slide43
Slide44
Slide45
Slide46

A few more poetic devices

consonance: repetition of a consonant sound found throughout a sequence of nearby words

alliteration: repetition of a consonant sound at the beginnings of nearby words

On our own:

Choose a speech sound (p, l, m, x/z, k/c)

list as many words that contain that sound

(not

the letter, the

sound),

at the beginning, the middle, or the end.

string 10 of them together in ONE sentence

T: time, night, right, ting, tick, light, tickle, tilt, till, hurt

A

t

nigh

t

t

ime the

t

ick

t

ickled a tilted light and hurt till it tinged just right.Slide47

Read closely, looking for imagery

In pairs draw as many concrete visual images Coleridge describes.

Imagery of “

Kubla

Khan”Slide48

What is the greatest thing you have achieved in your life, thus far?

What would you like people to remember about you, generations from now?

What are the chances that this will come true?

Your Greatest AchievementSlide49

Ozymandias

, AKA Ramses IISlide50

Hello!

Please take out your notebooks as well as your copy of

Brownings

“The Cry of the Children.”

Finish ReadingSlide51

“Cry of the Children” Animals - TPS

Take another look at the first stanza

What is Browning saying about the status of free animals vs. the urban poor?

How does the landscape (setting) of the animals compare with the landscape of the urban poor? Find quotations to support your answer.

What is her intent on the reader in this first stanza?Slide52

Hello!

Please grab a copy of the Browning poems on the circular table and take your seat.Slide53

2nd

Period – British Lit

Read the poem aloud in your table groups in its entirety and answer the following questions in your notes

What is her intent on the reader in this first stanza?

Beginning in line 37, why might Alice be happy about how her life has changed? What does this say about children working at the time?

Why do the children refuse to be free and play in lines 57-64?

Do you think she changed things in England with this poem? Are there better ways to help those that need it? Slide54

Robert Browning

E.B.

Browning’s

husband

master of the

dramatic monologue

in poetry

Dramatic monologue: A composition in which a speaker reveals his or her character during an important occurrence to a perceived listener or reader.

The is also often a disconnect between the passion of what is being said and the flippant way of how it is said.Slide55

https://www.youtube.com/watch?v=xFLW7HFGPb0&src_vid=Pbqzw3Il1dw&feature=iv&annotation_id=annotation_673333Slide56

Components of a Dramatic Monologue

a speaker

(but not the poet) who addresses an individual present (but not the reader);

as the character speaks he or she unwittingly

reveals

usually

unpleasant

and nasty

aspect

s of his or her character; the reader becomes aware of the gap between the sweet words and the awful ac

t

sSlide57

The Dramatic Monologue

Any text that tells a story from one person’s point of viewSlide58

Dramatic Monologue “Double Vision”

Critic Daniel

Karlin’s

view of the way our reading of

Browning’s

dramatic monologues typically sees us go through two distinct stages in reading these poems.

Firstly, says

Karlin

 The conventional reading of [Browning’s dramatic monologues] takes these poems to be using the technique of the dramatic monologue as a means of ironically revealing the speakers’ warped passions and prejudices. When we first encounter these poems we see that they offer a critique of hatred…When we first encounter

Browning’s

speakers our first instinct is simply to condemn their atrocious behaviour.

(

Browning’s

Hatreds

, Daniel

Karlin

, pp.74-75, OUP, 1993)Slide59

Dramatic Monologue “Double Vision”

But then, claims

Karlin

, as we

reread

these poems

…We subject them to a kind of “double vision”. On a rereading we tend to read the poems aesthetically (rather than simply morally)…As we reread we may be struck by the vitality, the intensity of the speakers’ artist-like visions, their vivid evocations of the sensuous loveliness of the world around them…These speakers’ may be decadent but they have a vitality of consciousness that sets them apart from their dull victims.

(

Browning’s

Hatreds

, Daniel

Karlin

, pp.74-75, OUP, 1993)Slide60

“Porphyria’s

Lover”

To what extent is the speaker in this poem alive to “the sensuous loveliness of the world around” him?

Are there redeeming qualities in the speakers appreciation for love and beauty?Slide61

“My Last Duchess”

Read in small groups.

First read for understanding

Second for noticing of aesthetics (rhyme, rhythm,

word choice)Slide62

Our Own Dramatic Monologues

As a class:

Step 1: Character

26 year old guy in a club

party animal

gambler

likes trouble

Step 2: Situation

caught cheating

out of moneybrokeStep 3: Audiencebartender

Oh, man I’m in big trouble. I lost my house I lost my job, lost my family, and my life savings. I owe this club thousands and they told me never to come back. I’m desperate, if you can lend me $200 I can turn it around,

I promise!Slide63

Welcome!

Please grab a copy of the summary of the Victorian Age from the

spinny

chair.Slide64

Main Ideas Are…

Specific and Inclusive

Hunger Games 1

Katniss

, a brave, loving sister, lives in a poor district controlled by the capitol.

Goes through fence

Volunteers for sister

Hunts for foodSlide65

Alfred, Lord Tennyson (1809-1892)

Victorian hallmarks:

Wanted order from changing times

Moralising

(saying what is right and wrong)

Social Justice

Self-indulgent melancholy/depression

Conflict of religion and scienceSlide66

Alfred Tennyson (1809-1892)

,

chief representative

of the Victorian age

succeeded Wordsworth as Poet Laureate in 1850.

Romantics influence in imagery

Classical/mythological influence

"The Lady of

Shalott

,” - Camelot"The Lotus-eaters" – Homer’s Odyssey"Morte d'Arthur

" – King Arthur

"Ulysses" - Homer’s

OdysseySlide67

A number of phrases from Tennyson's work have become commonplaces of the English language, including:

"Nature, red in tooth and claw",

"

'Tis

better to have loved and lost / Than never to have loved at all"

"Theirs not to reason why, / Theirs but to do and die",

"My strength is as the strength of ten, / Because my heart is pure",

"Knowledge comes, but Wisdom lingers",

"The old order

changeth, yielding place to new". Thanks Wikipedia:Slide68

a) Crimean War, b) soldiers c) rising: going into the valley; falling: dead d) ambush, get shot, chaos, die, e) war and death; hardships of war; death and glory; bravery; loyalty; speaking up

Lets people understand soldiers. It encourages soldiers because it gives them honor after death. Glorifies bravery of soldiers

Loyalty

Remember them as honorable

Honor: They know it’s dangerous, still do it to protect us, value of following orders

Pity: could have saved lives

#1-6Slide69

The Light Brigade should be honored for what they did.Slide70

The Light Brigade should be honored.

Strongly Agree, Agree, Disagree, Strongly Disagree

Vote with your FeetSlide71

An argument for why a well-rounded education is important to my personal happiness.

http://www.youtube.com/watch?v=KP1s7o3oATA

There are jokes in every medium we absorb every day. To “get” these jokes, you need the same knowledge base as the writers who wrote them.

An ArgumentSlide72

Pen name for Charles Lutwidge

Dodgson

His most famous writings are

Alice's Adventures in Wonderland

and its sequel

Through the Looking-Glass

, as well as the poems "The Hunting of the

Snark

" and "Jabberwocky", all examples of the genre of literary nonsense.

Queen Victoria herself was a fan of AliceLewis Carroll Slide73
Slide74
Slide75
Slide76

Please grab a copy of “

Jabberwocky”and

in your notes, jot down the main hallmarks of Victorian literature we’ve been discussing.

Hello!Slide77

"You seem very clever at explaining words, Sir", said Alice. "Would you kindly tell me the meaning of the poem 'Jabberwocky'?"

"Let's hear it", said Humpty Dumpty. "I can explain all the poems that ever were invented--and a good many that haven't been invented just yet."

This sounded very hopeful, so Alice repeated the first verse:

Humpty Dumpty's ExplanationSlide78

'Twas

brillig

, and the

slithy

toves

Did gyre and

gimble

in the wabe:All mimsy were the borogoves,And the mome raths

outgrabe

.

"That's enough to begin with", Humpty Dumpty interrupted: "there are plenty of hard words there. '

Brillig

' means four o'clock in the afternoon--the time when you begin

broiling

things for dinner."

"That'll do very well", said Alice: "and '

slithy

'?"

"Well, '

slithy' means 'lithe and slimy'. 'Lithe' is the same as 'active'. You see it's like a portmanteau--there are two meanings packed up into one word." Humpty Dumpty's ExplanationSlide79

I see it now", Alice remarked

thoughfully

: "and what are '

toves

'?"

"Well, '

toves

' are something like badgers--they're something like lizards--and they're something like corkscrews."

"They must be very curious creatures."

"They are that", said Humpty Dumpty: "also they make their nests under sun-dials--also they live on cheese." "And what's to 'gyre' and to 'gimble

'?"

"To '

gyre

' is to go round and round like a gyroscope. To '

gimble

' is to make holes like a gimlet."

Humpty Dumpty's ExplanationSlide80

"And '

the

wabe

' is the grass plot round a sun-dial, I suppose?" said Alice, surprised at her own ingenuity.

"Of course it is. It's called '

wabe

', you know, because it goes a long way before it, and a long way behind it--"

"And a long way beyond it on each side", Alice added.

"Exactly so. Well then, '

mimsy' is 'flimsy and miserable' (there's another portmanteau for you). And a 'borogove' is a thin shabby-looking bird with its feathers sticking out all round--something like a live mop."

Humpty Dumpty's ExplanationSlide81

"And then '

mome

raths

'?" said Alice. "If I'm not giving you too much trouble."

"Well a '

rath

' is a sort of green pig, but '

mome

' I'm not certain about. I think it's sort for 'from home'--meaning that they'd lost their way, you know." "And what does 'outgrabe' mean?" "Well, 'outgribing' is something between bellowing an whistling, with a kind of sneeze in the middle: however, you'll hear it done, maybe--down in the wood yonder--and when you've once heard it, you'll be

quite

content. Who's been repeating all that hard stuff to you?"

"I read it in a book", said Alice.

Humpty Dumpty's ExplanationSlide82

Can we still understand the poem without understanding every word? How is that?

JabberwockySlide83
Slide84
Slide85

When you finish your own definitions

Describe how this poem, or your knowledge of

Alice in Wonderland

, fits or does not fit into our discussion of the hallmarks of Victorian literature.Slide86

Social Justice: Alice faces much discrimination and prejudice in Wonderland

Class is VERY important

Struggle between religion and science

The imagination blurs the boundaries between we can and can not know

The realities of Wonderland are skewed toward the fantastic

Carroll the VictorianSlide87

Rudyard Kipling born 1865 in

Bombay, India

British Father ran an art school

India until 6, then England.

Bullied for five years in foster home

Deep psychological scars and a sense of betrayal.

Rudyard KiplingSlide88

The Jungle Book

Collection of short stories and fables, using animals in an anthropomorphic manner to give

moral lessons

. The verses of

The Law of the Jungle

, for example, lay down

rules

for the safety of individuals, families and communities. Kipling put in them nearly everything he knew or "heard or dreamed about the Indian jungle."

Rudyard KiplingSlide89

Hey man, you

wanna

do some “If”?Slide90

Please take your seats, take out your notes and start a heading entitled:

“Subordinating Conjunctions”

Hello!Slide91

Remember our conversation in Coordinating conjunctions?

[

ind

. clause] [FANBOYS] , [

ind

. clause].

What’s the rule? Comma after FANBOYS if there are two independent clauses on either side.

So what’s a subordinating conjunction?

Subordinating ConjunctionsSlide92

Subordinating Conjunction:

after, although, as if, because, before, even though, since, unless, until, once, when, while

, and most importantly for this lesson,

if

Subordinating conjunctions always introduce

adverb clauses

, something that modifies a verb, adjective, or adverb.

Subordinating ConjunctionsSlide93

Format:

[

ind

. clause] [sub. conj.] [

ind

. clause]

Notice, NO COMMA after a subordinating conjunction, even though it has independent clauses on both sides.

OR

[sub conj.] [

ind. clause] , [ind. clause]Here is when you use a comma, usually in an “if/then” sentenceSubordinating ConjunctionsSlide94

Examples:

[

ind

. clause] [sub. conj.] [

ind

. clause]

I eat burgers because I get hungry.

I brush my teeth before I go to bed.

[sub conj.] [

ind. clause] , [ind

. clause]

Because I eat so many burgers, I am gaining weight.

When I brush my teeth, I get a weird clicking sound in my jaw.

Subordinating ConjunctionsSlide95

Notice all the subordinating conjunctions and the punctuation.

Circle every “if.”

Can we summarize the traits a man must have, according to Kipling (a very Victorian thing to do, btw, telling us how to behave)?

“If-”Slide96

Create your own “IF” Poem!

Develop a career or kind of person you’d like to become. Make sure it is a NOUN, you can add an adjective to it, if you’d like.

EX:

Artist

Chef

Hairstylist

Powerful CEO

Fast Runner

Then, develop three adjectives that that person must be in order to become that thing.

EX: Artist: creative, dedicated, intelligentSlide97

Create your own “IF” Poem!

Next, develop three things this person should learn to do well.

Delivery guy:

Drive fast

Avoid traffic

Throw packages over fences

Then, develop three things this person should NOT do. Connect them to the last three if possible.

Drive fast

and not get pulled over

Avoid traffic and never get stopped at red lightsThrow packages over fences and never get caught.Slide98

Final “If” Poems

You need:

6 adjectives to describe the person you recommend becoming

6 activities to do

6 things to avoid being or doing

Format:

Most sentences should look like the original Kipling poem “If”:

“If you can _________ without______,”

the last line should reveal who or what you recommend becoming

: “Then you will be a great _________”Slide99

Student Examples

How to Be a Child

by Katy,

high school

poet

If you can run through a park

And not care about the scratches on your shins,

If you’re still afraid of the dark

But the monster under your bed never wins.

If you can throw a huge fit And forget it the next day. If you can kick, squeal and hit

But say sorry to the kid that cried and ran away.

If you’re still excited about a simple show

And would wake up at 5 o’ clock in the morning to see it.

If you can make friends with people you don’t know

And become best friends and stay closely knit.

If you can hold your little head up high,

And be harshly judged but not care.

If you still play hopscotch and tidily-winks

With your shoes laces flopping and untied.

If you still think coming home at dark stinks

But you obey your mom and look on the bright side.

If you’re completely convinced Santa still exists

And you know the tooth fairy visits at least once a week. If you think chocolate ice cream is bliss And when you play tag, there is no technique. If you scream at the sight of a bug, Or you’re one of the others that find them fun. If you feel better from just a simple hug And your legs never hurt when you run. If you can take everything one day at a time, And not worry if the future will be challenging or wild. If there’s no tree in the world you are afraid to climb, You are indeed a free spirited child Slide100

Hairstylist

by

Liane

, ninth grade poet

If you like to sigh and smile and snip

As your shiny scissors go clip

clip

If you whistle as you make dye dip And cherish heads of hair, thin or thick If your manicured nails can stroke

But never strangle any split strand

And have a room temp bottle of Coke

To grab in your left and unused hand

If you can clone Halley Berry hair

On some woman with not much left

If you like to trim split ends with care

With precision very quick and deft

If your bubble gum will always pop

With a gleeful l click as you measure

If your heart leaps at every grey

And you know just what to make it brown

If a customer had a bad day

And you know to bring him up from down And giggle and chirp and make fine talk As you trim all her uneven locks But most of all enjoy doing so- Then you will be a hairstylist Slide101

Massage therapist:

patience

If you have patience.

work ethic, tirelessness

If you work tirelessly and have a good work ethic

conversational

If you know how to have a good conversation.

technique

If you know just what to do.

make people feel better and healing themIf you can turn someone’s bad day into a brighter day.nimble hands, elbows, hot/cold rockssoothing musicprecisionknowledge of anatomyoptimism

Then you will be a fantastic massage therapist.

Possible futures –

professions and character traitsSlide102

Welcome!

Please trace the evolution of British poetry that we’ve studied, so far.

Consider the hallmarks and reasons for shifts between

Shakespeare

The Age of Reason

Romanticism

Victorianism

Then, predict how World War I would change the way people thought about the world.Slide103

Take three minutes…

Briefly list (

not

complete sentences, fragments are perfect



) whatever sounds you can remember from the beginning of today until now.

From shadows of sounds while sleeping, to getting ready at home, traveling to school, to actually being here, what are some

distinct,

and

individualized sounds you’ve heard? Slide104

My Morning

A dog barks

My

tumbly

rumblies

Drip….drip………..drip

Blathering on the radio

The click of my car keys in the ignition

Quiet footsteps on concreteFingernails clicking on a keyboardA copy machine, zhhhh, zhhhh, zhhhhSlide105

The Fragment

Modernism in poetry is characterized by the use of the

fragment

as a fundamental construction piece. On their own, and often together, a meaning may be hard to decipher. Often, the reader is left asking, “So what? What does this all mean?”

Making meaning from these seemingly disparate fragments is the fun and challenge in Modernist poetry.Slide106

Writing and the Rules

Age of Enlightenment: Look at my new rules!!!!

Romanticism: No thanks, I’ll break some rules!!!

Victorianism:

Things are getting

weird! Rules, please!

WWISlide107

Imagism & Fragments

Little bits of different things, not a complete whole.

Departure from moral storytelling popular in Victorian.

Focus on clear images, sharp language, experimentationSlide108

Imagism & Modernism

Visual fragments

Ezra Pound. 1884 

“In a Station of the Metro

”

THE apparition of these faces in the crowd; Petals on a wet, black bough.Slide109

Modernist Poetry

Remember our pendulum?

Form/Reason

Rejection/Imagination

Age of Enlightenment

Romanticism

Victorian Era

Modernism

W.W.I.Slide110

Modernism – Why?

The “alienation” of the artist emerges in full force, stemming from the indulgent depression of Victorian poets

Literacy rates up at the end of Victoria’s reign. Poetry back to the people.

Freud’s psychoanalysis changed understandings of rationality, consciousness, and identity.

WWI sparked a massive questioning or outright rejection of many rules and norms thought to be stable.Slide111

Wilfred Owen

“

Dulce

et Decorum

Est

”

http://www.warpoetry.co.uk/owen1.htmlSlide112

Modernism and T.S. Eliot

Fragments of thoughts, sounds, images

Poets pessimistic: alienated,

dissillusioned

, angry

Unsure of what they meanSlide113

“The Love Song of J. Alfred

Prufrock

”

An animated reading!Slide114

One

Interpretation of “The Love Song of J. Alfred

Prufrock

”

 http://www.nerc.com/~tam/prufrock.html

The Italian epigraph is from Dante’s

Inferno

. One of the damned, asked to tell his tale, replies: “If I believed my answer were being given to someone who could ever return to the world, this flame (his voice) would shake no more. But since no one has ever returned alive from this depth, if what I hear is true, I will answer you without fear of disgrace.”Slide115

One

Interpretation of “The Love Song of J. Alfred

Prufrock

”

 http://www.nerc.com/~tam/prufrock.html

“The Love Song of J. Alfred

Prufrock

” depicts the consciousness of a single character, a timid, middle-aged man.

Prufrock

is talking or thinking to himself. The epigraph, a dramatic speech taken from Dante’s Inferno, provides a key to Prufrock’s nature. Like Dante’s character,

Prufrock

is in a “hell,” in this case the hell of his own feelings. For the first forty-eight lines of the poem, he contemplates the aimless pattern of his divided and solitary self. He is a lover, yet he is unable to bring himself to declare his love. He is both the “you and I” of line 1, pacing the city’s grimy streets on his lonely walk. He observes the foggy evening settling down on him. Growing more and more hesitant, he postpones the moment of his decision. Should a middle-aged man even think of making a proposal of love? “Do I dare / Disturb the universe?” he asks. In lines 49-110,

Prufrock

wrestles with his desire and his doubt. And, in lines 87-110, he imagines how foolish he would feel if he were to make his proposal only to discover that the woman had never thought of him as a possible lover; he imagines her brisk, cruel response: “That is not what I meant, at all.” Slide116

One

Interpretation of “The Love Song of J. Alfred

Prufrock

”

 http://www.nerc.com/~tam/prufrock.html

Finally, in lines 111-131,

Prufrock

decides that he lacks the will to make his declaration. “I am not Prince Hamlet,” he says; he will not, like Shakespeare’s character, attempt to shake off his doubts and “force the moment to its crisis.” He feels more like the aging, foolish

Polonious

, another character in Hamlet. He is able only to dream of romance. Thus, in the youthful fashion of the time (around 1910), he will have his trousers tripped with cuffs at the bottom. He will “walk upon the beach,” though he probably will not venture near the water. He has had a romantic vision of mermaids singing an enchanting song, but assumes that they will not sing to him.

Prufrock

is paralyzed, unable to act upon his impulses and desires. He will continue to live in a world of romantic daydreams—“the chambers of the sea”—until he is awakened by the “human voices” of real life in which he “drowns.” Slide117

Prufrock Analysis Worksheet

Dude, to himself, imaginary women

City, party, smoggy, smoky

The sky is drugged, the streets are winding, annoying, angering

Party where he feels uncomfortable

Cat or dog – rubs its back, muzzle, curls up

Has lots of time but scared to take chances.

Partying, chatting

Terrified, overanalyzing, overcomplicating, awkward, anxious

Yeah, break out of shell, ask why, figure him out

Insignificant life, just about coffee, worthless, thoughtful planning, not really living, too much pressureSlide118

Prufrock Analysis Worksheet

11.How should I presume? Unsure of continuing/trying, adds to

anxiety/depressed/panicked/indecisive/frustrated

19.

Slide119

Poetic Research/Analysis

Objective:

Further delve into a particular poetic movement

How we do it

Research the influences on and influence of the movement of your choice

Search sources, provide citations, etc.

Analyze a NEW poem from that movement (I have suggestions, but yours are okay, too)

Decide how it does/not fit into the hallmarks of that movement

Write it all out in 3-5 pages (< 3 pages will not be accepted)Slide120

Step by Step

Set up/share a Google doc

Name the file

Click File->rename

Last, First – British Poetry

Upper right, blue “Share” button

Choose/Research a movement

Shakespeare, Victorian, Romantic, modernism, Age of Enlightenment

, Renaissance

stuff

Find THREE credible sources on the history of your movementSlide121
Slide122

Eliot’s “The Waste Land”

On a first read:

Pay attention to:

emotions expressed

Meter and rhyme (hint: or lack thereof)

objects

DO NOT read for:

logical plot progressions

understanding every word, phrase or stanza

Just try to pick out the FEELINGS he’s expressingSlide123

welcome!

Please take out your copy of Eliot’s “Waste Land” and any notes or annotations you took in your reading.Slide124

Allusion

a reference to something outside the text, such as a historical, literary, biblical, or mythical figure or event.Slide125

Objective correlative

An 

objective correlative

 - a symbolic article used to provide explicit, rather than implicit, access to such traditionally inexplicable concepts as emotion or color. Slide126

Objective correlative

Eliot used the term exclusively to refer to his claimed artistic mechanism whereby emotion is evoked in the audience:

“The only way of expressing emotion in the form of art is by finding an "objective correlative"; in other words, a set of objects, a situation, a chain of events which shall be the formula of that particular emotion; such that when the external facts, which must terminate in sensory experience, are given, the emotion is immediately evoked.”Slide127

What do you think?

The purpose of art is to mirror or mimic reality.Slide128

Slide129
Slide130
Slide131
Slide132
Slide133

Hello!

Please take out your copies of Swift’s “Modest Proposal” and prepare for a

FreeWrite

Slide134

Swift

Which section that you came across last night was the most shocking to you? If you were not shocked, tell me what you felt as you were reading.Slide135

Jonathon Swift

Page 227

Famous for

Gulliver’s Travels

Enlightenment Era

Satire – 1813 – a literary genre whose works attack and ridicule human behavior

people are usually shocked by his writing

People of misinterpret Gulliver’s Travels

His satire addressed problems he saw in society and culture

More moderate than his writings suggestedPicked out extreme policies and ridiculed/defended themSlide136

Hello!

Please take out your notes along with Swift’s “Modest Proposal” and prepare for a Think-Pair-Share.

Slide137

TPS

Why is the word “modest” used in the title of this proposition?

Irony – the opposite of what is expected

What is significant about Swift’s use of “the American” as “the other”?

Let’s talk about the chart.

King Lear Test ResultsSlide138

Satire

A literary work that ridicules its subject through the use of techniques such as exaggeration, reversal, incongruity, and/or parody in order to make a comment or criticism about it.

Examples:Slide139

Write your Own Satirical Solution

Do what Swift did:

Notice a problem in your life, community, school, or society

Propose a radical solution from a particular perspective

Use irony (opposite of what is expected)

Hyperbole (exaggerated)

Sarcasm (opposite of what you mean)

For Example:

Problem (1par.): Poor student behavior

Perspective: AdministrationSolution (1par.): Identical, bright-orange, full-body jumpsuits with no zippers or draw-strings, and why not handcuffs, too? Clearly prison uniforms, but would serve a number of education-related purposes

Naysayers? (1par.):

Final defense (1par.)