bccsreading.weebly.combccsreading.weebly.com/.../8512149/day_16_11.4_friday… · Web view# _TCOMW IndexName ________Date Advisory

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Name ________________________________Date ____________________ Advisory ______

FRIDAY FUNDAY: POETRY!

Do Now Directions: 1) Open binder to your Poetry Notes #3 (TCOMW Index)

2) Review these notes to fill in the blanks below.3) In the boxes, put a * next to the terms you need

to practice more (including mood and tone)

Poetic Devices are used toI. Play with the sounds of words (list sound devices below)

1. rhyme _____________________2. ____________________________3. ____________________________4. ____________________________

II. Play with the meaning of words (list types of figurative language)

1.____________________________2. ____________________________3. ____________________________4. ____________________________5. ____________________________6. ____________________________

III. Play with images of words (imagery). (list the five senses that imagery appeals to below)

1.____________________________2. ____________________________3. ____________________________4. ____________________________5. ____________________________

IV. Play with the form of words (list the ways to play with form)1. ____________________________2. ____________________________3. ____________________________4. ____________________________

-The MOOD = the overall atmosphere, how a text makes YOU feel-The TONE = the author’s attitude towards someone/something in the textRemember: put a star (*) next to the terms you don’t know well or need to practice more (include mood and/or tone)What 3 things do you need to practice today? 1) ____________________________ 3) ________________________________

*

# _____

TCOMW Index

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2)_____________________________ TURN THE PAGE TO PRACTICE Rhyme Scheme, Mood and Tone

Directions: Review your Rhyme notes-10/19, Tone Notes- 11/1, Mood Notes- 11/3

1. “A Pug is a Dog” by Kenn NesbittA pug is a dogwith a curlicue tail.He eats like a hogand he snores like a whale.He's flat in the snoutand his belly is big.The pug came aboutjust by misspelling pig.

1. Label the rhyme scheme above. What is the rhyme scheme? ____________________________________________________

2. What is the mood (atmosphere) of this poem?________________________________________How do you know? ______________________________________________________________

3. What is the author’s tone (attitude) toward the subject in the poem? ______________________ How do you know? ______________________________________________________________

4. What is the meaning of this poem?______________________________________________________________________________

______________________________________________________________________________5. How does the rhythm and rhyme add to the meaning of the poem?

_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. “The person I thought I knew” by HarmonyLooking around I see you,thinking you were the person I knew.You were in my life once,when I felt so sad so blew.Deep down and above,my love shares your love.Looking around I still see youthinking you were the person I knewOur love has grown apartbut it has from the startI'm still thinking... you were the person I knew.You took away my fears,and then again you took away my fun.Asking myself what you have done to me,but know you're my fear and it all has just begun.Thanking God my fear has ended

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and I'm just now realizing that I didn't know,the person that I thought I knew.

1. Label the rhyme scheme above. What is the rhyme scheme?

____________________________________________________2. What is the mood (atmosphere) of this poem?________________________________________

How do you know? ______________________________________________________________3. What is the author’s tone (attitude) toward the subject in the poem? ______________________

How do you know? ______________________________________________________________4. What is the meaning of this poem?

____________________________________________________________________________________________________________________________________________________________

5. How does the rhythm and rhyme add to the meaning of the poem?_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

OnomatopoeiaDirections: Review your Alliteration and Onomatopoeia notes- 10/28 or your

Poetic Devices Notes- 10/18. Then read the poem below.

SPORTS INJURIES , a poem by Lee Emmett from Australia

crunch! flesh against bonewhack! crash! to ground gonetwang! muscle tears in calf crack! leg breaks in halfphew! stinking linimentblasphemy! groin to clubrooms sentslap! face gets a smackbonk! heads clonk in pack sniffle! snorts, snuffling nosedribble! drips on clothesaw! protests, sent off, blood rulestamp! cramp! salty droolhum! pierce ear drum gulp! antibiotic, infected thumbwrap! bandage bruised ribouch! another sports injury

SimileDirections: Review your Simile and Metaphor notes- 10/27.

1. Circle example of onomatopoeia in the poem.

2. Who is the speaker of the poem?

3. What is the message of the poem?

4. What devices does the author use to convey his message?

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1. Write down the definition of simile (see your notes): _____________________________________________________________________________________________________________

2. Change these sentences from Literal Language to Figurative Language by making them similes.

1. My friend talks a lot. My friend talks like a song stuck on repeat. ________________________________________________________________________

2. Math is very hard for me. ________________________________________________________________________

3. I have too many books in my backpack so it is very heavy. ________________________________________________________________________

4. The music is so loud. ________________________________________________________________________

5. Your skin is soft.________________________________________________________________________

MetaphorDirections: Review your Simile and Metaphor notes- 10/27.

1. Write down the definition of metaphor (see your notes): _________________________________________________________________________________________________________

2. Change these sentences from Literal Language to Figurative Language by making them metaphors.

1. The dog is very big. The dog is a beast.________________________________________________________________________

2. My bedroom is very dirty________________________________________________________________________

3. She is really pretty. ________________________________________________________________________

4. My dad is mean. ________________________________________________________________________

5. Those soccer players are very good. ________________________________________________________________________

6. My life is perfect right now.________________________________________________________________________

PersonificationDirections: Review your Personification notes- 10/20.

1. Write down the definition of personification (see your notes): ______________________________________________________________________________________________________

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2. Add 6 more non-human objects to the list below. Add 6 more verbs to the list below.Nouns (non-human objects)Sun ________________________Moon ________________________Rain ________________________Clouds ________________________Tree ________________________Flower ________________________

Verbs that humans do:Wait ________________________Watch ________________________Walk ________________________Fall ________________________Hit ________________________Sleep ________________________

3.Using the verbs and nouns in the boxes below and your own nouns and verbs, create ORIGINAL examples of personification.

1. Example: The sun fell into the ground. a. What does this sentence mean? This sentence is describing a sunset, where the

sun is “disappearing” into the ground. __________________________________

2. ________________________________________________________________________

a. What does this sentence mean? ________________________________________

__________________________________________________________________

3. ________________________________________________________________________


__________________________________________________________________

4. ________________________________________________________________________


__________________________________________________________________

5. ________________________________________________________________________


__________________________________________________________________

6. ________________________________________________________________________


__________________________________________________________________

Continue Personification practice on the next page

7. ________________________________________________________________________


__________________________________________________________________

8. ________________________________________________________________________

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__________________________________________________________________

9. The lonely train whistle cried out in the night. What object is being personified?_____________________________

Why is that object being personified?_______________________________________

_____________________________________________________________________

Directions: Read the poem below and identify and analyze the author’s use of personification.

The Cat & The Fiddle by Mother Goose

Hey diddle, Diddle,The cat and the fiddle,The cow jumped over the moon;The little dog laughed To see such sport,And the dish ran away with the spoon.

What human qualities is the author giving to an object?

1. In your own words, what is the author saying?

2. Why do you think the author uses this personification?

HyperboleDirections: Review the last page of your Alliteration and Onomatopoeia

notes (for hyperbole)- 10/28 or your Poetic Devices Notes- 10/18.

Hyperbole = an extreme exaggeration

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1. Change these sentences from Literal Language to Figurative Language by making them hyperboles. **Bonus points for using a metaphor or alliteration**

1. This classroom is so cold. Example: The classroom is an Antarctic igloo and if I keep

writing my frozen fingers are going to fall off. (bonus points for metaphors and

alliteration!)

2. I have a lot of homework.

________________________________________________________________________

________________________________________________________________________

3. I have a lot of candy in my backpack.

________________________________________________________________________

________________________________________________________________________

4. There are a lot of students in the hallway.

________________________________________________________________________

________________________________________________________________________

5. I don’t want to go outside it is too hot.

________________________________________________________________________

________________________________________________________________________

6. I am really tired.

________________________________________________________________________

_______________________________________________________________________

7. Texas is very far away.

________________________________________________________________________

________________________________________________________________________

8. I am really hungry.

________________________________________________________________________

________________________________________________________________________

ImageryDirections: Review your Imagery #1 Notes- 10/25 and Imagery #2 Notes- 10/26.

PART I: Check the boxes next to the selections that use GOOD IMAGERY. Then underline the imagery in those examples.

Selection 1:

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I climb the steps of the yellow school bus,move to a seat in back, and we're off,bouncing along the bumpy blacktop.

If there is imagery, what sense does the imagery appeal to?_______________________

Selection 2:Your constant care and loving,And your warm inviting heart,Has always been a treasure thatI knew would never depart.


Selection 3:masses of flowers load the cherry branchesand color some bushes yellow and some red...


Selection 4:

The years went byWe lived our livesNow you are goneWe never had the chance…


Selection 5:The winter evening settles downWith smell of steaks in passagewaysSix o’clockThe burnt-out ends of smoky daysAnd now a gusty shower wrapsOf withered leaves about your feet

If there is imagery, what sense does the imagery appeal to?________________________

ImageryPART II: Read the poem below and identify imagery below.

“Those Winter Sundays” By Robert Hayden

1Sundays too my father got up earlyand put his clothes on in the blueblack cold,

then with cracked hands that achedfrom labor in the weekday weather made

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5bleak fires blasé. No one ever thanked him.

I’d wake and hear the cold splintering, breaking.When the rooms were warm, he’d call,

and slowly I would rise and dressfearing the chronic angers of that house,

10Speaking indifferently to him,who had driven out the cold

and polished my good shoes as well.What did I know, what did I know

Of love’s simple and lonely responsibilities?

WORD/PHRASE USED SENSE orEMOTION

IN THE READER’S HEAD….(What do you feel or think of?

See? Hear? Smell? Taste? Touch?)

Blueblack cold

Cracked hands that ached from labor in the weekday

No one ever thanked him

The cold splintering, breaking

Fearing the chronic angers of that house

Speaking indifferently to him,who had driven out the cold

What did I know of love’s simple and lonely responsibilities?

1. In the line, “then with cracked hands that ached from labor in the weekday weather,” we can picture:

a) A hand with cuts all over it, being very painfulb) A father’s tired, dry hands from working them hardc) A father’s soft, open, and caring hands comforting a child

2. Looking at the feelings that we get from the poem’s DICTION, what MOOD does this poem create?

a) Anger

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b) Calmc) Inspiredd) Regretful

Paraphrasing Practice: In order to find the theme, you must paraphrase poems so that you make sure you understand what the poet is saying. Paraphrase (put in your own words) below:Lines 1-5____________________________________________________________________________________________________________________________________________________________Lines 6-9____________________________________________________________________________________________________________________________________________________________Lines 10-14____________________________________________________________________________________________________________________________________________________________

THINK about the THEME!

3. Thinking about what the author is saying about his father and himself, what is a possible theme?

a) You should make your fires early in the morningb) You should be grateful for the love a parent gives youc) You shouldn’t let your hands get so dry they crackd) You should wait until it’s warm before you get dressed

MORE IMAGERY PRACTICE ON THE NEXT PAGE

Imagery

SundayNikki Giovanni

hot rolls in a summer basket 1

fried chicken piled on the platter 2lemons squeezed for lemonade

3blackberries sugared for pudding 4corn on the cob is steaming in

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Imagery from poem SenseConnection

(What do you think of? See? Hear? Smell? Taste? Touch?)

Mood and ToneDirections: Review your Tone Notes- 11/1 and Mood Notes- 11/3.

MOOD: Ask yourself “How did this text make ME feel?” In stories: look at setting, characters, plot, images,

descriptive words. In poems: look at rhyme, figurative language, theme

POSITIVE MOOD WORDS NEGATIVE MOOD WORDScalm

cheerfulcontent

energeticharmonious

hopeful

light-heartedmellow

motivatedpeacefulplayfulrelaxed

bittersweetbleak

depresseddisappointed

drearyeerie

pessimisticrestlessscaredserious

sicksomber

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hyperinspiredjoyouslazy

loving

relievedsilly

warmwelcoming

gloomyheartbroken

hopelessindifferentinfuriated

lonelymelancholic

nervousnightmarish

overwhelmed

stressedsuspenseful

tenseterrifying

threateninguncomfortable

uncertainviolentworried

TONE: Be a “ditz” (DDITS): the author reveals his/her tone through D iction D etails I magery T heme S entence structure and S ound.

Positive tone words + Neutral tone words

Negative tone words -

- silly -sweet- joyful -playful

- sentimental -humorous- proud -grateful- joking -admiring

- peaceful -hopeful- benevolent -entertaining- complimentary -affectionate- sympathetic -encouraging

- direct- questioning

- puzzled- dramatic- confused

- informative- surprised

- objective (facts, not opinions)

- angry -cold- sharp -childish- upset -bitter

- boring -shocking- apologetic -nervous

- mocking -sorrowful- tired -horrified- sarcastic -disgusted

- depressed -worried

Tone

1) Maria walked into the room and Celina had to keep herself from laughing. Maria had dressed herself in pink and purple stripped socks and old sneakers, a shredded black skirt, and an orange sweater 3 sizes too big. She looked ridiculous. As Maria walked by, the very fashionable Celina snickered and said “Nice outfit Maria…it’s really cute. I wish I could piece together something as unique as the mess that you’re wearing.” Celina laughed uncontrollably as Maria left the room.

a) What sort of TONE is Celina giving off? ________________________________

b) What helped you determine the tone? (CIRCLE ONE OR MORE)

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Diction (word choice) Details (attitude about setting, character) Imagery (vivid description that appeals to your 5 senses) Theme (message)

Explain: ___________________________________________________________________________________________________________________________________________________

2) Gary picked up his skateboard and looked over all the half-pipes and courses before him. He watched other skateboarders, not as skilled as him, try to do tricks and flips with their boards. There was a sign above a huge course, involving tubes and steep drops. It was the most advanced course at the skate park: very few people could survive it. As Gary walked to the course proudly the onlookers began to jeer at him. “You’ll never make it!” some of them cried. Gary just smiled, lifted his head up high and made his way to the course. And just when no one would believe in him but himself, Gary flipped the board under his feet and had the best ride of his life. He had done it and now everyone knew just how great he was.

a) What sort of TONE do Gary’s actions give off? ________________________

b) What helped you determine the tone? (CIRCLE ONE OR MORE)

Diction (word choice) Details (attitude about setting, character) Imagery (vivid description that appeals to your 5 senses) Theme (message)

Explain: ___________________________________________________________________________________________________________________________________________________

“Hey!” by Langston HughesThis is a companion piece to the next poem, “Hey! Hey!”, where both a constructed with the identical format but have opposite moods.

Sun’s a settin’This is what I’m gonna sing.Sun’s a settin’This is what I’m gonna sing:I feel de blues a comin’Wonder what de blues’ll

ToneDiction Author’s word choice

Are words mostly positive, neutral or negative? What words does the author choose? Why?

Details Author’s attitude about character or setting

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bring?

Imagery Vivid description that appeals to senses What images does the author create in your head? Pay attention to colors, objects, setting, light or dark

Theme What’s the author’s message?

Sentence Structure and Sound

What are the sentences like? (Choppy & short? Flowing and long?)

Is there a rhyme scheme?

What word best describes the TONE in this poem? _____________________________

(HINT: see Tone notes for a word bank)

Use evidence from the poem to support your answer. ____________________________________________________________________________________________________________________________________________________________

“Hey! Hey!” by Langston Hughes (this is a companion piece to the poem, “Hey!”)

Sun’s a risin’This is gonna be ma song.Sun’s a risin’This is gonna be ma song.I could be blue butI been blue all night long.




Imagery Vivid description that appeals to senses What images does the author create in your head?

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What word best describes the TONE in this poem?

_________________________


Sentence Structure and Sound

What are the sentences like? (Choppy & short? Flowing and long?)

Is there a rhyme scheme?

Comparing MoodWhat kind of emotions were you feeling in the first poem “Hey!”? Use specific examples.

__________________________________________________________________________________________

What kind of emotions are you feeling in the second poem “Hey! Hey!”? Use specific examples.

__________________________________________________________________________________________

How do the MOODS differ in each poem? _____________________________________________________________________________________________________________________________________________________________________________________________

Mood and Tone




“Wild Geese” by Mary Oliver

You do not have to be good.You do not have to walk on your kneesfor a hundred miles through the desert, repenting.You only have to let the soft animal of your body love what it loves.Tell me about despair, yours, and I will tell you mine.Meanwhile the world goes on.Meanwhile the sun and the clear

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1. What word best describes the TONE in this poem? _____________________________ (HINT: see Tone notes for a word bank)

2. What sort of MOOD is given off by this poem?A) SorrowfulB) WildC) Hopeful

“Theme for English B” by Langston HughesThe instructor said,

Go home and writeA page tonight.And let that page come out of you—Then, it will be true

I wonder if it’s that simple? I am twenty-two, colored, born in Winston-Salem [North Carolina].I went to school there, then Durham [North Carolina], then here to this college on the hill above Harlem.I am the only colored student in my class.The steps from the hill lead down into Harlem,through the park, then I cross St. Nicholas, Eighth Avenue, Seventh, and I come to the Y,the Harlem Branch Y, where I take the elevator up to my room, sit down, and write this page:

It’s not easy to know what is true for you


Are words mostly positive, neutral or negative?

What words does the author choose? Why?


Imagery Vivid description that appeals to senses What images does the author create in your

head? Pay attention to colors, objects, setting, light or dark




“Wild Geese” by Mary Oliver

You do not have to be good.You do not have to walk on your kneesfor a hundred miles through the desert, repenting.You only have to let the soft animal of your body love what it loves.Tell me about despair, yours, and I will tell you mine.Meanwhile the world goes on.Meanwhile the sun and the clear

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or me at twenty-two, my age. But I guess I’m what I feel and see and hear, Harlem, I hear you:hear you, hear me—we two—you, me, talk on this page.(I hear New York, too.) Me—who?Well, I like to eat, sleep, drink, and be in love. I like to work, read, learn, and understand life.I like a pipe for a Christmas present, or records—Bessie, bop, or Bach.I guess being colored doesn’t make me not like the same things other folks like who are other races.So will my page be colored that I write?Being me, it will not be white.But it will be a part of you, instructor.You are white—Yet a part of me, as I am a part of you.That’s American.Sometimes perhaps you don’t want to be a part of me.Nor do I often want to be a part of you. But we are, that’s true!As I learn from you,I guess you learn from me—although you’re older—and white—and somewhat more free.This is my page for English B.


Sentence Structure and Sound What are the sentences like? (Choppy & short?

Flowing and long?)Is there a rhyme scheme?

MoodWhat kind of emotions are you feeling? Use specific examples from the text.____________________________________________________

____________________________________________________

What kind of atmosphere/MOOD does the passage create?

____________________________________________________

____________________________________________________

Documents

bccsreading.weebly.combccsreading.weebly.com/.../8512149/day_16_11.4_friday… · Web view# _____TCOMW IndexName ________________________________Date ____________________ Advisory

bccsreading.weebly.combccsreading.weebly.com/.../8512149/day_16_11.4_friday… · Web view# _TCOMW IndexName ________Date Advisory