POETRY T.I.M.E. Introduction to Poetry Analysis Anna J. Small Roseboro Image
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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/
- Slide 16
- 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 17
- 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 18
- 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
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- One is not amazed, At first glance, By a poem, Which is a
tight-closed As a tiny bud,
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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.
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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/
- Slide 34
- One is not amazed, At first glance, By a poem, Which is a
tight-closed As a tiny bud,
http://teachingenglishlanguagearts.com/
- Slide 35
- 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/
- 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. The Speaker
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. The SpeakerThe
Audience 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. IMAGERY
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. IMAGERY
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
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 A
A B B http://teachingenglishlanguagearts.com/
- Slide 58
- 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 59
- 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 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. 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/
- Slide 62
- 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 63
- 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 64
- 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 65
- 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 66
- 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 67
- Memorize the T.I.M.E. steps. This mnemonic can help you recall
the basic components of poetry analysis.
http://teachingenglishlanguagearts.com/
- Slide 68
- 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/