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Literature Circles! Directions: You will be placed into groups of 5 today and tomorrow. You will have 20 minutes in each station to complete the station activity. By the end of day two all these stations should be completed. Picture PoetryELAGSE11-12SL3 Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone usedPicture poetry, also known as concrete or graphic poetry, was born in the 1950's. Eugen Gomringer from Switzerland, ?yvind Fahlstr?m of Sweden, and Decio Pignatari from Brazil are all considered to be creators of this modern form of poetry. Picture poems are fun to make. They are images (pictures) created out of words and punctuation marks-drawings made of words.?Picture poetry can be simple or complex. How detailed your picture turns out is up to you. You don't have to worry about rhyme, rhythm, or meter, but it is still a form of fixed verse poetry.?One of the easiest picture poems to create is a tree poem. See the poem below. INCLUDEPICTURE "" \* MERGEFORMATINET INCLUDEPICTURE "" \* MERGEFORMATINET Your assignment for this learning center is to create a picture poem on a sheet of paper about something that you have an emotional attachment to. Remember that the purpose of poetry is to create an emotional response in the reader, so you have to figure out a way to accomplish that goal.Key TermsELACC11-12RL4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)ELAGSE11-12L4.c Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology, or its standard usageUsing a dictionary, define these key terms for poetry:Example: Rhyme scheme: the pattern in which a poem rhymes with itself, usually designated by letters associated with lines of the poem. For example, if the first and third line of a poem rhyme and the 2nd and 4th line rhyme, the poem would be designated:ABABNarrative poemMetaphorSimileHyperboleSymbolismAllusionAlliterationPersonificationMeterSlant Rhyme AssonanceConsonance Tongue TwistersELAGSE11-12L4.c?Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology, or its standard usageUsing alliteration, create five tongue twisters (do not copy those you are already know. They should be original). When you are done, share them with the rest of the group in this center and see who made the hardest one.TranslationELACC11-12RL4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)Workings independently, create a line by line translation of the poem listed below into traditional English. Sometimes you might have to combine lines or create additional lines to translate the poem. The poem you will translate is “Because I could not stop for Death” by Emily Dickinson. You can find it on pages 408-409 of your text book.Imagery CenterELAGSE11-12SL3 Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.Using a highlighter, highlight all of the phrases in the poem that display very descriptive imagery. After you have highlighted all of them, take 5 of them and try to describe the picture the phrases create in your head. You should have about a paragraph for each phrase.The poem you should use for this exercise is “The Brain is Wider than the Sky” by Emily Dickinson. It can be found on page 415 of your text book. You should copy the poem onto your own sheet of paper to do the highlighting exercise.Soapstone CenterELACC11-12RL4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)ELACC11-12L5a Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.ELAGSE11-12SL3 Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.Create a Soapstone for the poem below. Here is how you make a soapstone:First, identify the elements of SOAPSTONE:Speaker:The person ‘saying’ the poem…who is telling the story…what do you know about him, her, them?Occasion:What particular event or time inspired the writing of this poem or speech?Audience:Is the audience specific? Is it written for men or women? Children or adults? Well-educated or barely literate?Purpose:What is the reason the author sat down to write this? What is he or she wishing to convey?Subject:What is the poem about?Tone:What is the author’s attitude toward his subject? Most poems and speeches will shift from tone to tone.Example of Soapstone used with the poem “Metaphor”?by Sylvia Plath:Speaker:????????? A pregnant woman – late stages of pregnancyOccasion:??????? The state of being very pregnant, and the uncomfortable feeling that bringsAudience:??????? General audience – very relatable for females that have been pregnant and very enlightening for men and females who have not been pregnantPurpose:????????? To convey the uncomfortable, uncontrollable and overwhelming nature of pregnancy – particularly in relation to physical growthTone:?????????????? Frustration, irritation, possibly disgustNow, I put all of the elements together and am sure to clearly address the prompt:In the poem “Metaphor” by Sylvia Plath, she chooses a variety of metaphors and a repetitive poetic structure that reveal her frustration with her current situation. The speaker, a woman in the late stages of pregnancy, speaks to the uncomfortable, uncontrollable, and overwhelming nature of pregnancy.? Her use of household and natural imagery conveys both her irritation, but also her compliance with her situationFor your Soapstone you will use the poem “I heard a fly buzz when I died” by Emily Dickinson. It can be found on page 411 of your text book. ................
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