English I ECHS C. Edge

Thematic Unit: Thematic Unit: LoveLovePoetryPoetry

“Daily” by Naomi Shihab Nye“Daily” by Naomi Shihab NyeHaiku poetry by Chora, Chiyo, Basho, and Haiku poetry by Chora, Chiyo, Basho, and

IssaIssa“My Papa’s Waltz” by Theodore Roethke“My Papa’s Waltz” by Theodore Roethke

“Combing” by Gladys Cardiff“Combing” by Gladys Cardiff“Harlem” by Langston Hughes“Harlem” by Langston Hughes

English IEnglish I

ECHSECHS

C. EdgeC. Edge

Reading Skills and Strategies: Reading Skills and Strategies: PoetryPoetry

Look for punctuation in the poem telling Look for punctuation in the poem telling you where sentences begin and end.you where sentences begin and end.

Do not make a full stop at the end of a line Do not make a full stop at the end of a line if there is no period, comma, colon, if there is no period, comma, colon, semicolon, or dash there.semicolon, or dash there.

If a passage of a poem is difficult to If a passage of a poem is difficult to understand, look for the subject, verb, and understand, look for the subject, verb, and complement of each sentence.complement of each sentence.

““Daily”Daily” Naomi Shihab Nye Naomi Shihab Nye

Quickwrite, p. 494Quickwrite, p. 494

““Daily” Daily” by Naomi Shihab Nyeby Naomi Shihab Nye

Catalog poemCatalog poem – – The repetition of items in the list The repetition of items in the list

creates a rolling rhythm when the creates a rolling rhythm when the poem is read aloud.poem is read aloud.

Poetry Analysis of the PoemPoetry Analysis of the Poem What is the poem about?What is the poem about? Number of Stanzas?Number of Stanzas? Number of Lines per Stanza?Number of Lines per Stanza? Speaker?Speaker? Rhyme Scheme?Rhyme Scheme? Examples of repetition?Examples of repetition? Examples of imagery?Examples of imagery? Examples of symbolism?Examples of symbolism?

Daily Naomi Shihab Nye

These shriveled seeds we plant,corn kernel, dried bean,poke into loosened soil,cover over with measured fingertipsThese T-shirts we foldinto perfect whitesquaresThese tortillas we slice and fry to crisp stripsThis rich egg scrambled in a gray clay bowlThis bed whose covers I straightensmoothing edges till blue quilt fits brown blanketand nothing hangs outThis envelope I addressso the name balances like a cloudin the center of the skyThis page I type and retypeThis table I dust till the scarred wood shinesThis bundle of clothes I wash and hang and wash againlike flags we share, a country so closeno one needs to name itThe days are nouns: touch themThe hands are churches that worship the world

Identify the repetitive images and language in ll. 16-18.

How does this catalog of images affect the poem’s rhythm?



What might the metaphor in l. 21 mean?



What might the metaphor in l. 22 mean?

The images in this poem come from The images in this poem come from the speaker’s everyday life.the speaker’s everyday life.

She reveals her wonderment by She reveals her wonderment by giving each image a special role in giving each image a special role in her day and poem. Some of the her day and poem. Some of the simple things are compared to awe-simple things are compared to awe-inspiring concepts.inspiring concepts.

““Daily” by Daily” by Naomi Shihab Naomi Shihab NyeNye

Write a Write a catalog poemcatalog poem or paragraph or paragraph that lists images of things in your that lists images of things in your daily life that are miracles or make daily life that are miracles or make you happy to be alive.you happy to be alive.

Take notes on important elements of Diego Rivera's Take notes on important elements of Diego Rivera's The GrinderThe Grinder: : subject, colors, shapes, the feelings it evokes, the story you see in subject, colors, shapes, the feelings it evokes, the story you see in

it.it.

Question #1, p. 498Question #1, p. 498

When you think of images in the When you think of images in the world that give you joy or that fill you world that give you joy or that fill you with wonder, do you look at ordinary with wonder, do you look at ordinary things, as Nye does? Talk over your things, as Nye does? Talk over your responses to the poet’s source of responses to the poet’s source of wonder and joy.wonder and joy.

Question #2, p. 498Question #2, p. 498

What do Nye’s particular What do Nye’s particular imagesimages tell you tell you about her life and where she lives?about her life and where she lives?

Images of planting corn and beans and Images of planting corn and beans and frying tortillas suggest that Nye lives in the frying tortillas suggest that Nye lives in the American southwest; images of housework American southwest; images of housework suggest that she has a home and a family suggest that she has a home and a family to care for; images of typing suggest that to care for; images of typing suggest that she writes.she writes.

Haiku PoetryHaiku PoetryMiura ChoraMiura Chora

ChiyoChiyoMatsuo BashoMatsuo BashoKobayashi IssaKobayashi Issa


Haiku poetryHaiku poetry Japanese poetry formJapanese poetry form 17 syllables17 syllables

Line one = 5 syllablesLine one = 5 syllables Line two = 7 syllablesLine two = 7 syllables Line three = 5 syllablesLine three = 5 syllables

Presents images of everyday lifePresents images of everyday life Usually contains a seasonal word or Usually contains a seasonal word or

symbol (kigo)symbol (kigo) Presents a single moment of Presents a single moment of

discovery or enlightenment (satori)discovery or enlightenment (satori)


Haiku 1Haiku 1Miura Chora Miura Chora

Get out of my road Get out of my road and allow me to plant and allow me to plant these bamboos, Mr. Toad. these bamboos, Mr. Toad.

What does this haiku reveal about the speaker’s view of living creatures?

Haiku 2Haiku 2Chiyo Chiyo

A morning glory A morning glory Twined round the bucket: Twined round the bucket: I will ask my neighbor for water. I will ask my neighbor for water.

In haiku, comparisons are suggested, but not stated directly. What comparison is suggested in this haiku?

Why does the speaker need to get water from the neighbor?

Haiku 3Haiku 3Matsuo Basho Matsuo Basho

The old pond; The old pond; A frog jumps in: A frog jumps in: Sound of water.Sound of water.

What might the speaker be doing?

Traditional haiku contain kigo, or words associated with a season. The Japanese would know, for example, that snow indicates winter and evening showers mean that it is summer. Here, the word frog suggests spring.

Haiku 4Haiku 4Kobayashi Issa Kobayashi Issa

A dragonfly!A dragonfly!The distant hillsThe distant hillsReflected in his eyes.Reflected in his eyes.

Punctuation in a haiku—colons, dashes, or exclamation marks—indicate a shift in subject or mood. Ask students to practice reading the haiku aloud, capturing the change in the speaker’s mood after his surprise at seeing the dragonfly.

Question #1, p. 507 “Haiku” Question #1, p. 507 “Haiku” and “Fog”and “Fog”

All of these poems contain All of these poems contain imagesimages of moments of moments and miracles in nature. What image in the haiku, and miracles in nature. What image in the haiku, in “Fog,” and in “in Just-” did you find most in “Fog,” and in “in Just-” did you find most striking, original, or powerful? striking, original, or powerful?

Question #2, p. 507 “Haiku”Question #2, p. 507 “Haiku”

One of the characteristics of a One of the characteristics of a haiku haiku is that it is that it presents a moment of discovery or revelation. In presents a moment of discovery or revelation. In your own words, describe the moment frozen in your own words, describe the moment frozen in each of the haiku in this group of poems.each of the haiku in this group of poems.


In Chiyo’s haiku, the plant is a In Chiyo’s haiku, the plant is a “morning glory.” How could these “morning glory.” How could these words also describe what the poet words also describe what the poet experienced at her morning experienced at her morning encounter? encounter?


Inside each of the haiku there is a person. Put yourself in Inside each of the haiku there is a person. Put yourself in each person’s shoes, one by one. Consider: each person’s shoes, one by one. Consider:

In the first haiku, do you wait for the toad to move, or do In the first haiku, do you wait for the toad to move, or do you poke it? you poke it?

In the second haiku, do you ever use that bucket again? In the second haiku, do you ever use that bucket again? In the third haiku, what do you think you were doing the In the third haiku, what do you think you were doing the

minute before the frog jumped in? minute before the frog jumped in? In the fourth haiku, how long are you able to see the In the fourth haiku, how long are you able to see the

hills? hills?

““My Papa’s Waltz”My Papa’s Waltz”By Theodore RoethkeBy Theodore Roethke


““My Papa’s Waltz” by Theodore My Papa’s Waltz” by Theodore RoethkeRoethke

Elements of Literature—rhymeElements of Literature—rhyme Rhyme – the repetition of accented Rhyme – the repetition of accented

vowel sounds, and all sounds vowel sounds, and all sounds following them, in words that are following them, in words that are close togetherclose together

Approximate rhyme – rhymes that do Approximate rhyme – rhymes that do not rhyme exactly, but appear tonot rhyme exactly, but appear to

Rhyme scheme – the pattern of Rhyme scheme – the pattern of rhyme in a poemrhyme in a poem


My Papa’s WaltzTheodore Roethke

The whiskey on your breath Could make a small boy dizzy; But I hung on like death: Such waltzing was not easy.

5 We romped until the pans Slid from the kitchen shelf; My mother’s countenance Could not unfrown itself.

The hand that held my wrist10 Was battered on one knuckle; At every step you missed My right ear scraped a buckle.

You beat time on my head With a palm caked hard by dirt,15 Then waltzed me off to bed Still clinging to your shirt.

Listen for the waltzing rhythm created by the words in this poem.

The/ whis/key/ on/ your/ breath

da DA da DA da DA

Could/ make/ a/ small/ boy/ diz/zy

da DA da DA da DA da

Identify the rhyme scheme of the poem.

What kind of work does the father What kind of work does the father do? What evidence is there in the do? What evidence is there in the story?story?

He works with his hands doing He works with his hands doing manual labor.manual labor.

p. 563, Question 1p. 563, Question 1

How do you think the speaker feels How do you think the speaker feels about his father and the rough waltz? about his father and the rough waltz?


How does the mother feel about the How does the mother feel about the waltz? How would you explain her waltz? How would you explain her reaction? reaction?


How would you interpret line 3, “But I How would you interpret line 3, “But I hung on like death”? hung on like death”?


DeathDeath is a word that usually has is a word that usually has connotations connotations of loss and sadness. of loss and sadness. Which other words and images in the Which other words and images in the poem have negative connotations? poem have negative connotations? Which have positive connotations? Which have positive connotations? You could prepare your response by You could prepare your response by making a chart like the one below. making a chart like the one below.


How would you express the poem’s How would you express the poem’s message, or message, or themetheme? (Hint: Does the ? (Hint: Does the poem say anything about love?) poem say anything about love?)


The title promises music, and The title promises music, and Roethke delivers a three-beat waltz Roethke delivers a three-beat waltz rhythm and a regular rhyme scheme. rhythm and a regular rhyme scheme. Scan the poem to show its Scan the poem to show its metermeter. . What is the What is the rhyme schemerhyme scheme? Read ? Read the poem aloud. Do you think it the poem aloud. Do you think it sounds happy or sad? sounds happy or sad?

““Combing”Combing”By Gladys CardiffBy Gladys Cardiff


““Combing” by Gladys Combing” by Gladys CardiffCardiff

Repetition –Repetition –

Alliteration – Alliteration –

Assonance – Assonance –


Bending, I bow my headAnd lay my hand uponHer hair, combing, and thinkHow women do this forEach other. My daughter’s hairCurls against the comb, Wet and fragrant—orangeParings. Her face, downcast, Is quiet for one so young.

I take her place. Beneath My mother’s hands I feelThe braids drawn up tight As a piano wire and singing, Vinegar-rinsed. SittingBefore the oven I hear The orange coils tick The early hour before school.

She combed her grandmother Mathilda’s hair usingA comb made out of bone. Mathilda rocked her oak-wood Chair, her face downcast, Intent on tearing rags In strips to braid a cottonRug from bits of orange And brown. A simple act,

Preparing hair. Something Women do for each other, Plaiting the generations.

RepetitionRepetition

Find examples of alliteration in this Find examples of alliteration in this poem:poem:

Find examples of assonance in this Find examples of assonance in this poem:poem:

Plaiting or braiding is the act of tying Plaiting or braiding is the act of tying strands of hair together into one strands of hair together into one bigger strand. The bigger strand is bigger strand. The bigger strand is obviously stronger than the obviously stronger than the individual hairs are. What do you individual hairs are. What do you think this symbolizes in this poem?think this symbolizes in this poem?

What other activity in the poem What other activity in the poem could be seen in a similar way?could be seen in a similar way?

Question 1, p. 568Question 1, p. 568

What gifts are giving in “Combing”?What gifts are giving in “Combing”?


What do you think the poet means in What do you think the poet means in “Combing” when she refers in the “Combing” when she refers in the last line to women “plaiting the last line to women “plaiting the generations”?generations”?


What other things do family What other things do family members do that tie or braid members do that tie or braid generations? What other gifts do generations? What other gifts do parents give children?parents give children?

Scansion – Scansion – Rhythm – Rhythm – Meter – Meter – Feet – Feet – Common types of feet:Common types of feet:

iamb – iamb – Trochee – Trochee – Anapest – Anapest – Dactyl – Dactyl – Spondee – Spondee –

““Harlem”Harlem”by Langston Hughesby Langston Hughes



Tone –Tone –

Figure of speech –Figure of speech –

Simile – Simile –

Metaphor – Metaphor –

What happens to a dream deferred?

Does it dry up like a raisin in the sun? Or fester like a sore—5 And then run? Does it stink like rotten meat? Or crust and sugar over— like a syrupy sweet? Maybe it just sags10 like a heavy load.

Or does it explode?

What does Hughes compare a dream What does Hughes compare a dream to?to?

How would you describe his tone?How would you describe his tone?


The word The word deferred deferred in line 1 of in line 1 of “Harlem” means “delayed,” “Harlem” means “delayed,” “postponed,” What is the dream that “postponed,” What is the dream that is being postponed here?is being postponed here?


What are the five similes that Hughes What are the five similes that Hughes uses to restate the first question—uses to restate the first question—that is , what does he compare a that is , what does he compare a “dream deferred” to?“dream deferred” to?


What final metaphor is implied with What final metaphor is implied with Hughes uses the word Hughes uses the word explodeexplode – – what are we to understand that the what are we to understand that the dream might become? Why might a dream might become? Why might a “dream” deferred one day explode?“dream” deferred one day explode?


““Harlem” was published in 1951. Harlem” was published in 1951. What conditions still exist that make What conditions still exist that make this poem relevant to people’s lives this poem relevant to people’s lives today?today?

Documents

English I ECHS C. Edge