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STUDENT NOTEBOOK PONDERING POETRY: AN INTRODUCTION TO POETRY ANALYSIS -51117617398900-730250-35623500Write about it! How does a poet breathe life into his words?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________-730250-190500EXIT SLIPMY TASK is ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________IMAGERY-730250-35623500Write about it! “He clasps the crag with crooked hands;Close to the sun in lonely lands,Ringed with azure world, he stands.” TennysonWhat is Tennyson describing? How do you know?-657225217932000__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Talk about it!Look at the picture your teacher is about to show you? Do the picture and Tennyson’s words go together? Explain. Be prepared to share your explanations with the entire class.Notes: ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ The Tropics in New YorkBananas ripe and green, and ginger-root,1Cocoa in pods and alligator pears,And tangerines and mangoes and grape fairs,Fit for the highest prize at Paris fairs.Set in the window, bringing memories5Of fruit-trees laden by low singing rills,And dewy dawns, and mystical blue skiesIn benediction over nun-like hills.My eyes grew dim, and I could no more gaze;A wave of longing through my body swept,10And hungry for the old, familiar ways,I turned aside and bowed my head and wept.Claude McKayKnoxville, TennesseeI always like summer1bestyou can eat fresh cornfrom daddy’s gardenand okra5and greensand cabbageand lots of barbecueand buttermilkand homemade ice-cream10at the church picnicand listen to gospel musicoutsideat the church15homecomingand go to the mountains withyour grandmotherand go barefootedand warm20all the timenot only when you go to bedand sleep Nikki GiovanniMy Grandmother Would Rock Quietly and HumIn her house1She would rock quietly and humUntil her swelled handsCalmedIn summer5She wore thick stockingsSweatersAnd gray braids(when el cheque camewe went to Payless10and I laughed greedily when given a quarter)mornings,sunlight barely lit the kitchenand where15there were shadowsit was not coldshe quietly rolledflour tortillas—20the papascrackling in hot lardwould wake meshe had lost her teethand when we ate25she had breadsoaked in caféalways her eyes were clearand she could see30as I cannot yet see—through her eyes she gave me herselfshe would sitand talkof her girlhood—35of things strange to me,Mexicoepidemicsrelatives shother father’s hopes40of this country—how they sankwith cement dustto his insidesnow45when I goto the old housethe worn spotsecho of her shufflingand50Mexicostill hangs in herfadingcalendar picturesLeonard Adame’-7302508382000Think about it!A writer uses images to make the reader see, smell, hear, taste, or feel. Of course you can have images in your mind, too, without words. These are mental pictures, and this is usually what memories are. The writers of these three poems started with images in their minds and put them into words so that they could become images in the reader’s plete a chart for each of the three poems your group just read. Complete each chart by listing as many examples of imagery from the poem under the appropriate sense to which it appeals. Be prepared to share your ideas with the whole class.Title of the Poem____________________________________________________SIGHTSOUNDTOUCHTASTESMELLTitle of the Poem____________________________________________________SIGHTSOUNDTOUCHTASTESMELLTitle of the Poem____________________________________________________SIGHTSOUNDTOUCHTASTESMELL-73025011366500Write about it!After reading and discussing the three poems, write a paragraph in which you define imagery and explain why imagery is important to these three poems. In other words, how does imagery add to your understanding and appreciation of the poem? Support your ideas and/or opinions by citing specific examples from the poems. Be prepared to share your explanation with the class._________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________SIMILE-730250-35623500Write about it! How does the writer use words to describe the picture? Is this imagery? Explain.010477500-657225208851500_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Talk About it!Read the examples of simile below. What do you notice about the examples below and the text about sharks? Use your observations to write a definition of a simile. What do similes and imagery have in common? How are they different? Explain. Be prepared to share your explanations with the entire class.05461000Dreams DeferredWhat happens to a dream deferred?1Does it dry upike a raisin in the sun?Or fester like a sore—And then run?5Does it stink like rotten meat?Or crust and sugar over—Llke a syrupy sweet?Maybe it just sagslike a heavy load.10Or does it explode?Langston HughesAn Emerald Is As Green As GrassAn emerald is as green as grass.1A ruby red as blood;A sapphire shines as blue as heaven,A flint lies in the mud.A diamond is a brilliant stone,5To catch the world’s desire;An opal holds a fiery spark,But flint holds fire.Christina Rossetti-73025012636500Think about it! Remember that a simile is a comparison made between two dissimilar things that uses the words like, as or than. The things compared are usually completely different except for a particular shared quality. Complete one of the following charts for each poem below. Write the similes found in the poems. Write what two things each simile compares. Write what makes these similes particularly appropriate for the poem. (Think about what is similar about the two things being compared.)Title of the Poem: ______________________________________________________SIMILE WHAT’S BEING COMPAREDEXPLAIN THE EFFECT OF THE SIMILE Title of the Poem: ______________________________________________________SIMILE WHAT’S BEING COMPAREDEXPLAIN THE EFFECT OF THE SIMILE Let’s practice!Work with your group to complete the following sentences with interesting similes. Be prepared to share with the class.The August sun was as hot as _______________________________________.After a long day of hiking, we were as tired as ___________________________.When he heard a noise inside the coffin, the undertaker ran like _____________ ________________________________________________________________.The cold pizza tasted like __________________________________________.The newly fallen snow was as white as ________________________________.-7302506667500Write about it! After reading “Dreams Deferred,” write a paragraph that defines simile and explains how Langston Hughes used simile to help us understand the message of his poem. Cite at least one example from the poem as evidence to support your topic sentence.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________METAPHORThink! Read the following metaphor and cartoon. What conclusions can you reach about the characteristics of a metaphor? “An aged man is but a but a paltry thing,a tattered coat upon a stick . . .” W.B. Yeats7302513589000Pair!Discuss your conclusions with a partner. Together, write your definition of metaphor. Include how it is both similar to and different from imagery and simile. Be prepared to share your definition and conclusions.Share!Share your paired responses with the group and reach consensus about what a metaphor is. Write the definition below._____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ DreamsHold fast to dreamFor if dreams dieLife is a broken-winged birdThat cannot fly.Hold fast to dreamsFor when dreams goLife is a barren fieldFrozen with snow. Langston Hughes Moon TigerThe moon tiger.1In the room, here.It came in, it isprowling sleekly under and over5the twin beds.See it’s small head,silver, smooth, hear the pad of itslarge feet. Look,it’s white stripes10 in the light that slidthrough the windowsIt is sniffing ourclothes, its cold nosenudges our bodies.15The beds are narrow,But I’m coming in with you. Denise Levertov-730250-35623500Talk about it! Answer the following questions about “Dreams” and “Moon Tiger” in COMPLETE SENTENCES.What are the metaphors found in “Dreams”?What two things are being compared in each of the metaphors in “Dreams”?Why is the comparison appropriate for the poem’s message?What metaphor is expressed in the title “Moon Tiger”? (What two things are being compared?)How is the metaphor expressed in the title developed in the poem “Moon Tiger”?What does the comparison in “Moon Tiger” tell you about the speaker’s feelings toward the moon?After reading these two poems, in what ways do you believe metaphors are important to writers/poets?-73025012636500Think about it!Sometimes a metaphor is suggested or implied. It does not specifically state/compare that one thing is another thing. What comparisons are implied by the following metaphors? Explain how you reached your conclusion for each metaphor. (Cite the clues that helped you reach your conclusion.)The wind drove the galloping storm clouds across the sky.Carefully, cleverly, the spy wove his web of deceit and waited to entrap his victim.The windows of the old house stared out into the night, and the open door seemed to grin.The quilted snow fell gently over the earth—tucking it in for a long winter’s nap.His youth ticked away quickly.-730250-23749000Write about it! After reading “Mother to Son,” write a paragraph that identifies the metaphor in the poem and explains why the metaphor is appropriate. Use two examples from the poem that create the metaphor. Mother to SonWell, son, I’ll tell you:1Life for me ain’t been no crystal stair.It’s had tacks in it,And splinters,And boards torn up,5And places with no carpet on the floor—Bare.But all the timeI’se been a-climbin’ on,And reaching’ landin’s,10And turnin’ corners,And sometimes goin’ in the darkWhere there ain’t been no light.So, boy, don’t you turn back.Don’t you set down on the steps15‘Cause you finds it kinder hard.Don’t you fall now—For I’se still goin’, honey,I’se still climbin’,And lie for me ain’t been no crystal stair.20Langston Hughes____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________PERSONIFICATIONThink! The below are several examples of personification. What conclusions can you reach about personification?Pair!Share your conclusions with your partner and create an original definition of personification.Share!Share your definition with the whole group. -219075457200020447003873500-65722511938000 Sea LullabyThe old moon is tarnished1With smoke of the flood,The dead leaves are varnishedWith color like blood,A treacherous smiler5With teeth white as milk,A savage beguilerIn sheathings of silk,The sea creeps to pillage,She leaps on her prey;10A child of the villageWas murdered today.She came up to meet himIn a smooth golden cloak,She choked him and beat him11To death, for a joke.Her bright locks were tangled,She shouted for joy,With one hand she strangled15A strong little boy.Now in silence she lingersBesides him all nightTo wash her long fingersIn silvery light.20-7302508445500Elinor WylieTalk about it!In your group, discuss and answer the following questions about Wylie’s poem. Be prepared to share your responses with the class.Does the speaker picture the sea as a man or a woman? Why do you think the poet chose this gender for the speaker? Does it make a difference if the speaker is a man or a woman?Give 5 examples of how the sea is personified in the poem.What aspects of the sea correspond to each of the following human descriptions:teeth (line 6)hand (line 19)locks (line 17)fingers (line 23)Locate examples of other types of figurative language that are used in the poem.What image does the speaker paint of the sea? Explain by giving specific examples.What mood or feeling is created by the images in the first stanza?What makes this mood appropriate for this poem?-730250-23749000Write about it! After reading “Sea Lullaby,” write a paragraph that summarizes the message of the poem and explains how the poet uses personification to get this message across to the reader.______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________-73025047498000ALLITERATIONThink about it! Look at the examples of alliteration and onomatopoeia. Make a list of characteristics that describes each device.350520013589000-2921008699500394335010795000ONOMATOPOEIA “I heard a fly buzz when I died.” Emily Dickinson9493258128000-438150-11874500Talk about it!Use your list of characteristics and work with your group to complete a Venn Diagram that shows the similarities and differences of alliteration and onomatopoeia.33591501358900043815013589000The Time We Climbed Snake Mountainseeing good places1for my handI grab the warm parts of the cliffand I feel the mountain as I climb.somewhere around here5yellow spotted snake is sleepingon his rockin the sun.so please,I tell them,watch out,10don’t step on yellow spotted snake,he lives here.The mountain is his.Leslie SilkoSilverSlowly, silently, now the moon1Walks the night in her silver shoon;This way, and that, she peers, and seesSilver fruit upon silver trees;One by one the casements catch5Her beams beneath the slivery thatch;Couched in his kennel, like a log,With paws of silver sleeps the dog;From their shadowy cote the white breasts peepOf doves in a silver-feathered sleep;10A harvest mouse goes scampering by,With silver claws and a silver eye;And moveless fish in the water gleam,By silver reeds in a silver stream.Walter De La Mare-511175-47498000Talk about it! Discuss and answer the following questions about the poems.What sound is repeated most often in each poem?Why is this sound an appropriate one for these particular poems?How does the poet’s use of alliteration in each of these poems enhance the reader’s understanding of the poem?Let’s Practice: Work with a partner to write a simple sentence that has a subject, verb, and object that all begin with the same letter of the alphabet. In addition, each sentence must have at least one adjective and one adverb that begins with the letter being repeated in the sentence. Write one sentence for every letter of the alphabet. Here’s an example:An athletic acrobat ate an appetizing apple.You may have to use a few extra words—like a, the, and, etc. And you may have trouble with a few of the letters—like “X,” but just do your best. Silly, serious, and sassy sentences will suffice. Witty words of wisdom will be wonderful too! Be prepared to share your sentences with the class. The team who writes the most sentences wins! (Sentence must meet the criteria.)__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________OnomatopoeiaThe rusty spigot1sputtersutters,a splutter,spatters a smattering of drops,5gashes wider,splash,splatters,scatters,spurts,10finally stops sputteringand splash!gushes rushes splashesclear water dashes Eve Merriam-730250-23749000Write about it! After reading “Onomatopoeia,” re-read “My Grandmother Would Rock Quietly and Hum” in the imagery section of the packet, write a paragraph that explains how a poet uses sound to enhance the reader’s understanding of a poem. Give examples of onomatopoeia in both poems to support your explanation.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________-73025023749000HYPERBOLEThink about it!After reviewing the examples below, how would you define hyperbole?__________________________________________________________________________________________________________________________________________________________________________________________________________________14605015049500-58420083185These books weigh a ton!0These books weigh a ton!27019254826000730259715500 Casey At The BatThe outlook wasn’t brilliant for the Mudville nine that day;1The score stood four to two, with but one inning more to play;And so, when Cooney died at first, and Barrows did the same,A sickly silence fell upon the patrons of the game.A straggling few got up to go in deep despair. The rest 5Clung to the hope which springs eternal in the human breast;The thought, if only Casey could but get a whack; at that,They’d put up even money now with Casey at the bat.But Flynn preceded Casey, as did also Jimmy Blake;And the former was a pudding, and the latter was a fake;10So upon that stricken multitude grim melancholy sat,For there seemed but little chance of Casey’s getting to the bat.But Flynn let drive a single, to the wonderment of all,And Blake, the much despised, tore the cover off the ball;And when the dust had lifted, and they saw what had occurred,15There was Jimmy safe on second, and Flynn a hugging third.Then from the gladdened multitude went up a joyous yell;It bounded from the mountaintop and rattled from the dell;It struck upon the hillside and recoiled upon the flat,For Casey, mighty Casey, was advancing to the bat.20There was ease in Casey’s manner as he stepped into his place;There was pride in Casey’s bearing and a smile on Casey’s face;And when, responding to the cheers, he lightly doffed his hat,No stranger in the crowd could doubt ‘twas Casey at the bat.Ten thousand eyes were on him as he rubbed his hands with dirt;25Five thousand tongues applauded when he wiped them on his shirt;Then, while the writing pitcher ground the ball into his hip,Defiance gleamed in Casey’s eye, a sneer curled Casey’s lip.And now the leather-covered sphere came hurtling through the air,And Casey stood a-watching it in haughty grandeur there;30Close by the sturdy batsman the ball unheeded sped.“That ain’t my style,” said Casey. “Strike one,” the umpire said.From the benches, black with people, there went up a muffled roar,Like the beating of the storm waves on the stern and distant shore;“Kill him! Kill the umpire!” shouted someone in the stand.35And it’s likely they’d have killed him had not Casey raised his hand.With a smile of Christian charity great Casey’s visage shone;He stilled the rising tumult; he bade the game go on;He signaled to the pitcher, and once more the spheroid flew;But Casey still ignored it, and the umpire said, “Strike two.”40“Fraud!” cried the maddened thousands, and the echo answered, “Fraud!”But one scornful look from Casey, and the audience was awed;They saw his face grow stern ad cold; they saw his muscles strain.And they knew that Casey wouldn’t let that ball go by again.The sneer is gone from Casey’s lips; his teeth are clenched in hate;45He pounds with cruel violence his bat upon the plate;And now the pitcher holds the ball, and now he lets it go,And now the air is shattered by the force of Casey’s blow.Oh, somewhere in this favored land the sun is shining bright;The band is playing somewhere, and somewhere hearts are light;50And somewhere men are laughing, and somewhere children shout;But there is no joy in Mudville—mighty Casey has struck out! Ernest Lawrence Thayer-511175-47498000Talk about it!Work with your group to find examples of hyperbole in Thayer’s poem and explain what the exaggerations emphasize—what they do for the poem. Create a chart of your examples and explanations to share with the class.-730250-23749000Write about it! After reading “Casey at the Bat,” write a paragraph that defines hyperbole and explains why it is so appropriate for this particular poem. Use at least two examples from the poem to support your explanation._______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________-73025047498000SYMBOLThink about it!Symbols in poetry are objects used to represent abstract ideas. Unlike metaphors, symbols are not obvious comparison; instead, they are objects that represent a key idea in poem. Some symbols are universal, with generally accepted meanings, such as a crown to mean superiority or the color red to mean danger. Some are specific to a particular work of literature, such as the white whale in Moby Dick. Symbols, especially specific ones, often mean more than one thing.Explain what the symbols below represent.29210004000500219075-190500_________________________________________________________________________________________________________________________________________________________________________________________-2190756286500___________________________________________________________________________________________________________________The Road Not TakenTwo roads diverged in a yellow wood,And sorry I could not travel bothAnd be one traveler, long I stoodAnd looked down one as far as I couldTo where it bent in the undergrowth;Then took the other, as just as fair,And having perhaps the better claim,Because it was grassy and wanted wear;Though as far that the passing thereHad worn them really about the same,And both that morning equally layIn leaves no step had trodden black.Oh, I kept the first for another day;Yet knowing how way leads on to way,I doubted if I should ever come back.I shall be telling this with a sighSomewhere ages and ages hence;Two roads diverged into a wood, and I—I took the one less traveled by,And that has made all the difference.Robert FrostUphillDoes the road wind uphill all the way?Yes, to the very end.Will the day’s journey take the whole long day?From morn to night, my friend.But is there for the night a resting place?A roof for when the slow dark hours begin.May not the darkness hide it from my face?You cannot miss that inn.Shall I meet other wayfarers that night?Those who have gone before.Then must I knock, or call when just in sight?They will not keep you standing at the door.Shall I find comfort, travel-sore and weak?Of labor you shall find the sum.Will there be beds for me and all who seek?Yea, beds for all who come.Christina Rossetti-511175-47498000Talk about it!Discuss and answer the following questions with your group. Be prepared to share your responses.Both Frost and Rossetti write about roads. What do the roads in each poem represent or symbolize? Explain your answer.What clues in the poems point to these symbolic meanings? What might night and the inn symbolize in Rossetti’s poem? Explain.Why do you think a poet would use a symbol instead of just saying what he/she means directly?What effect does using a symbol have on our understanding of these two poems?-730250-23749000Write about it! Write a paragraph in which you define symbolism (in your own words) and explain how either Frost or Rossetti used it in his/her poem. Use at least two specific examples from the poem to support your explanation.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________VOCABULARYActivity #1: GameUse the photos/example your group received (in the sealed envelope) for this activity. Work in teams to decide which poetic term/figurative language each example represents. Teams get 1 point for correctly identifying the device and 3 points for explaining why the card/photo/phrase is an example of that particular poetic device/figurative language and what it does to enhance our understanding.Activity #2: VocabularyCreate a vocabulary notebook that contains each of the poetic devices we studied. Use the following Frayer Model sheets for each term.Definition: Write a definition for the term IN YOUR OWN WORDS.Characteristics: Write some characteristics of the term.Examples: Use at least one example from text and at least one photo or drawingNon-examples: Cite at list two literary terms that are not examples of the work and explain why.219075356235DefinitionExamplesNon-examplesCharacteristics00DefinitionExamplesNon-examplesCharacteristics219075356235DefinitionExamplesNon-examplesCharacteristics00DefinitionExamplesNon-examplesCharacteristics219075356235DefinitionExamplesNon-examplesCharacteristics00DefinitionExamplesNon-examplesCharacteristics219075356235DefinitionExamplesNon-examplesCharacteristics00DefinitionExamplesNon-examplesCharacteristics219075356235DefinitionExamplesNon-examplesCharacteristics00DefinitionExamplesNon-examplesCharacteristics219075356235DefinitionExamplesNon-examplesCharacteristics00DefinitionExamplesNon-examplesCharacteristics219075356235DefinitionExamplesNon-examplesCharacteristics00DefinitionExamplesNon-examplesCharacteristics219075356235DefinitionExamplesNon-examplesCharacteristics00DefinitionExamplesNon-examplesCharacteristicsEXTENDED ACTIVITIESActivity #1—TPCASTTStep OneRead “My Mother Pieced Quilts” by Teresa Paloma AcostaStep TwoUse TPCASTT to annotate the poem—including identifying and labeling all devices, figurative language, phrases, etc. Note how these devices enhance what the speaker and poet are saying—and, as a result, the reader’s understanding of the poem.Step ThreeWrite and essay in which you analyze the poem and its meaning. Use the information from your TPCASTT activity. In addition, use the resource called from TPCASTT Analysis Essay Requirements if you need help organizing your essay.Due Date: __________________________________________________Activity #2: Original Work Step OneStitch a piece of fabric, glue a photo, or draw an object that has meaning to you on a sheet of construction paper or a piece of poster board.Step TwoUsing the poem “My Mother Pieced Quilts” as an example, write a poem, essay or story about a memory you associate with this particular artifact/object. Use the literary devices we’ve studied in your original work. Note: Refer to the imagery section of this packet for more examples of memory poems.Step ThreeBe prepared to present and explain your poem, essay, or story to the class.Due Date: ______________________________________________________My Mother Pieced QuiltsThey were just meant as cover1in winters as weaponsagainst pounding January windsbut it was just that every morning I awoke to those5october ripened canvasespassed my hand across their cloth facesand began to wonder how you piecedall these togetherthese strips of gentle communion cotton and flannel nightgowns10wedding organdiesdime store velvetshow you shaped patterns square and oblong and roundpositionedbalanced15then cemented themwith your threada steel needlea thimblehow the tread darted in and out20galloping along the frayed edges, tucking them inas you did us at nightoh how you stretched and turned and re-arrangedyour Michigan spring faded curtain piecesmy father’s santa fe work shirt25the summer denims, the tweeds of fallin the evening you sat at your canvas--our cracked linoleum floor the drawing boardme lounging on your armand you staking out the plan;30whether to put the lilac purple of easter against the red plaid of winter-going-into springwhether to mix a yellow with blue and white and paint thecorpus christi noon when my father held your handwhether to shape a five-point star from the 35somber black silk you wore to grandmother’s funeralyou were the river currentcarrying the roaring notesforming them into pictures of a little boy reclininga swallow flying40you were the caravan master at the reinsdriving your threaded needle artillery across the mosaic cloth bridgesdelivering yourself in separate testimoniesoh mother you plunged me sobbing and laughinginto our past45into the river crossing at fiveinto the spinach fieldsinto the plainview cotton rowsinto tuberculosis wardsinto braids and muslin dresses50sewn hard and taut to withstand the thrashings of twenty-five yearsstretched out they layarmed/ready/shouting/celebratingknotted with lovethe quilts sing on55Teresa Paloma AcostaTPCASTT TemplateTPCASTT: Poem Analysis Method: title, paraphrase, connotation, diction, attitude, tone, shift(s), title revisited and themeTitle Before you even think about reading the poetry or trying to analyze it, think about what you think the poem might be about based upon the title. Many times authors/poets conceal meaning in the title and give clues in the title. Jot down what you think this poem will be about…Paraphrase Before you begin thinking about meaning or tying to analyze the poem, don't overlook the literal/obvious/stated meaning of the poem. One of the biggest problems that students often makein poetry analysis is jumping to conclusions before understanding what is taking place in the poem. When you paraphrase a poem, write in your own words exactly what happens in the poem. Look at the number of sentences in the poem—your paraphrase should have exactly the same number. Sometimes your teacher may allow you to summarize what happens in the poem. Make sure that you understand the difference between a paraphrase and a summary.Write your paraphrase on the back of this sheet.Connotation This term usually refers to the emotional tones of word choice—how the words make the reader feel. In TPCASTT, the term refers to any and all poetic devices, focusing on how these devices contribute to the meaning, the effect, or both of a poem. You may consider imagery, figures of speech (simile, metaphor, personification, symbolism, etc), point of view, and sound devices (alliteration, onomatopoeia, rhythm, and rhyme). It is not necessary that you identify all the poetic devices within the poem. The ones you do identify should be seen as a way of supporting the conclusions you are going to draw about the poem.Attitude Having examined the poem's closely, you are now ready to explore the attitudes that may be present in the poem. Examination of words, images, and details suggests the speaker's attitude and contributes to our understanding. Shift Rarely does a poem’s attitude or message begin and end at the same place. As is trueof most us, the poet's understanding of an experience is a gradual realization, and thepoem is a reflection of that understanding or insight. Watch for the following keys toshifts:? key words, (but, yet, however, although)? punctuation (dashes, periods, colons, ellipsis)? stanza divisions? changes in line or stanza length or both? irony? changes in sound that may indicate changes in meaning? changes in dictionTitle revisited Now look at the title again, but this time on an interpretive level. What new insight does the title provide in understanding the poem.Theme What is the poem saying about the life, people, love, death, etc.? What subject or subjects does the poem address? What do you learn about those subjects? What idea does the poet want you take away with you concerning these subjects? Remember that the theme of any work of literature is stated in a complete sentence.TPCASTT Analysis Essay RequirementsYou will write an analysis essay on one poem from the list given to you by your teacher. For the essay, please follow the following format and make sure to cover all aspects of TPCASST (Title, Paraphrase, Connotation, Attitude, Shifts, Title, Theme)Introduction – Title, ParaphraseGive a brief overview of the poem (2-3 sentences)Introduce the poem, (3-5 sentences)TitleParaphraseBody Paragraph 1 – Connotation, AttitudeDiscuss the Connotation of the poem (what feeling it gives off). Support this with evidence (should be several pieces of evidence—use chunking format)Discuss the word choice as it relates to connotationHow do the words used create a certain feeling?Also, discuss the attitude of the speaker towards the subject. This requires explaining what the subject is and who the speaker is (hint: it is not always the poet).Body Paragraph 2 – Shifts, Title, Start ThemeExplain any shifts in language, tone, or attitude in the poem. (places where the attitude, language, style, or connotation changes)Discuss how the title (or lack of a title—usually if the title is the same as the first line of the poem, it originally had no title) relates to the poems overall tone or feeling.Conclusion – Finish ThemeHere, bring together all aspects of the analysis to discuss the theme of the poemAnswer questions like: What is the poem pointing out? Why was the poem written? What does the poem reveal about the speaker? What is the main idea of the poem?The final draft needs to be typed. (See me if this is a problem). Teaching Task Rubric (Informational or Explanatory)Scoring ElementsNot YetApproaches ExpectationsMeets ExpectationsAdvanced11.522.533.54FocusAttempts to address prompt, but lacks focus or is off-task.Addresses prompt appropriately, but with a weak or uneven focus.Addresses prompt appropriately and maintains a clear, steady focus.Addresses all aspects of prompt appropriately and maintains a strongly developed focus.Controlling IdeaAttempts to establish a controlling idea, but lacks a clear purpose.Establishes a controlling idea with a general purpose. Establishes a controlling idea with a clear purpose maintained throughout the response. Establishes a strong controlling idea with a clear purpose maintained throughout the response. Reading/ ResearchAttempts to present information in response to the prompt, but lacks connections or relevance to the purpose of the prompt. (L2) Does not address the credibility of sources as prompted.Presents information from reading materials relevant to the purpose of the prompt with minor lapses in accuracy or completeness. (L2) Begins to address the credibility of sources when prompted.Presents information from reading materials relevant to the prompt with accuracy and sufficient detail. (L2) Addresses the credibility of sources when prompted.Accurately presents information relevant to all parts of the prompt with effective selection of sources and details from reading materials. (L2) Addresses the credibility of sources and identifies salient sources when prompted.DevelopmentAttempts to provide details in response to the prompt, including retelling, but lacks sufficient development or relevancy. (L2) Implication is missing, irrelevant, or illogical. (L3) Gap/unanswered question is missing or irrelevant.Presents appropriate details to support the focus and controlling idea. (L2) Briefly notes a relevant implication or (L3) a relevant gap/unanswered question.Presents appropriate and sufficient details to support the focus and controlling idea. (L2) Explains relevant and plausible implications, and (L3) a relevant gap/unanswered question.Presents thorough and detailed information to strongly support the focus and controlling idea. (L2) Thoroughly discusses relevant and salient implications or consequences, and (L3) one or more significant gaps/unanswered anizationAttempts to organize ideas, but lacks control of structure.Uses an appropriate organizational structure to address the specific requirements of the prompt, with some lapses in coherence or awkward use of the organizational structureMaintains an appropriate organizational structure to address the specific requirements of the prompt.Maintains an organizational structure that intentionally and effectively enhances the presentation of information as required by the specific prompt.ConventionsAttempts to demonstrate standard English conventions, but lacks cohesion and control of grammar, usage, and mechanics. Sources are used without citation.Demonstrates an uneven command of standard English conventions and cohesion. Uses language and tone with some inaccurate, inappropriate, or uneven features. Inconsistently cites sources.Demonstrates a command of standard English conventions and cohesion, with few errors. Response includes language and tone appropriate to the audience, purpose, and specific requirements of the prompt. Cites sources using an appropriate format with only minor errors.Demonstrates and maintains a well-developed command of standard English conventions and cohesion, with few errors. Response includes language and tone consistently appropriate to the audience, purpose, and specific requirements of the prompt. Consistently cites sources using an appropriate format.Content UnderstandingAttempts to include disciplinary content in explanations, but understanding of content is weak; content is irrelevant, inappropriate, or inaccurate.Briefly notes disciplinary content relevant to the prompt; shows basic or uneven understanding of content; minor errors in explanation.Accurately presents disciplinary content relevant to the prompt with sufficient explanations that demonstrate understanding.Integrates relevant and accurate disciplinary content with thorough explanations that demonstrate in-depth understanding. ................
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