Language Arts-Ms. Genovese
Language Arts
Poetry Packet
Name_____________________________
Schedule of due dates:
Thursday, November 7:
• TPCASTT for The Garden of a Child, A Poison Tree, & Napoleon
• Self Poem
Thursday, November 14:
• TPCASTT for On a Sunny Evening, Fear, &Deformed Finger
• Give Ms. Genovese name of your poem selection (see pages 24 -25)
Thursday, November 21:
• TPCASTT for: M. Degas Teaches Art and Science, A Man Said to the Universe, & First Day Back
• If I Were in Charge of the World poem
Thursday, December 5:
• TPCASTT for: The Open Shutter, How to Eat a Poem, & Mid-Term Break
Thursday, December 12
• TPCASTT for: O Captain! My Captain!, Who Makes These Changes?, & Those Winter Sundays
Monday, December 16:
• Poetry readings begin
Thursday, December 19:
• TPCASTT for: One Art, The Swimming Lesson, & You Say, “I Will Come”
Poetry Notes
The three types of poetry:
1)_Narrative__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
2)_Dramatic__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
3)_Lyric______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Poetry Definitions
Directions: Most of these words can be found in the literature book. Use the internet to find the other ones.
1. Alliteration- ________________________________________________________________
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2. Allusion- __________________________________________________________________
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3. Assonance- ________________________________________________________________
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4. Couplet- ___________________________________________________________________
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5. Figure of speech- ___________________________________________________________
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6. Free verse- _________________________________________________________________
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7. Hyperbole- _________________________________________________________________
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8. Imagery- ___________________________________________________________________
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9. Lyric poetry- _______________________________________________________________
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10. Metaphor- _________________________________________________________________
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11. Extended metaphor -________________________________________________________
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12. Meter- _____________________________________________________________________
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13. Onomatopoeia- _____________________________________________________________
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14. Personification- _____________________________________________________________
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15. Refrain-____________________________________________________________________
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16. Rhyme- ____________________________________________________________________
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17. Internal rhyme- _____________________________________________________________
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18. Near rhyme-_______________________________________________________________
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19. Rhyme scheme- _____________________________________________________________
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20. Rhythm- ___________________________________________________________________
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21. Simile- ____________________________________________________________________
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22. Sonnet- ____________________________________________________________________
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23. Speaker-___________________________________________________________________
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24. Stanza- ____________________________________________________________________
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25. Symbol- ___________________________________________________________________
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26. Tone- ____________________________________________________________________________
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TONE MAP (because we can do better than “happy” and “sad”)
abashed
abrasive
abusive
acquiescent
accepting
acerbic
admiring
adoring
affectionate
aghast
allusive
amused
angry
anxious
apologetic
apprehensive
approving
arch
ardent
argumentative
audacious
awe-struck
bantering
begrudging
bemused
benevolent
biting
bitter
blithe
boastful
bored
brisk
bristling
brusque
calm
candid
caressing
caustic
cavalier
childish
child-like
clipped
cold
complimentary
condescending
confident
confused
coy
contemptuous
conversational
critical
curt
cutting
cynical
defamatory
denunciatory
despairing
detached
devil-may-care
didactic
disbelieving
discouraged
disdainful
disparaging
disrespectful
distracted
doubtful
dramatic
dreamy
dry
ecstatic
entranced
enthusiastic
eulogistic
exhilarated
exultant
facetious
fanciful
fearful
flippant
fond
forceful
frightened
frivolous
ghoulish
giddy
gleeful
glum
grim
guarded
guilty
happy
harsh
haughty
heavy-hearted
hollow
horrified
humorous
hypercritical
indifferent
indignant
indulgent
ironic
irreverent
joking
joyful
languorous
languid
laudatory
light-hearted
lingering
loving
marveling
melancholy
mistrustful
mocking
mysterious
naïve
neutral
nostalgic
objective
peaceful
pessimistic
pitiful
playful
poignant
pragmatic
proud
provocative
questioning
rallying
reflective
reminiscing
reproachful
resigned
respectful
restrained
reticent
reverent
rueful
sad
sarcastic
sardonic
satirical
satisfied
seductive
self-critical
self-dramatizing
self-justifying
self-mocking
self-pitying
self-satisfied
sentimental
serious
severe
sharp
shocked
silly
sly
smug
solemn
somber
stern
straightforward
stentorian
strident
stunned
subdued
swaggering
sweet
sympathetic
taunting
tense
thoughtful
threatening
tired
touchy
trenchant
uncertain
understated
upset
urgent
vexed
vibrant
wary
whimsical
withering
wry
zealous
TPCASTT Annotations
The majority of your grade for this unit will come from your annotations of these poems. The TPCASTT method is an excellent way to gather your thoughts on what a poem (and a poet) is aiming to accomplish. I should see evidence of this level of analysis on each of your poems.
|T |Title |Before you even think about reading the poetry or trying to analyze it, speculate on what you think the poem might be about based upon the |
| | |title. Often time authors conceal the meaning in the title and give clues in the title. Jot down what you think this poem will be about. |
|P |Paraphrase |Before you begin thinking about the meaning or trying to analyze the poem, don’t overlook the literal meaning of the poem. One of the |
| | |biggest problems that students often make in poetry analysis in jumping to conclusions before understanding what is taking place in the |
| | |poem. When you paraphrase a poem, write in your own words exactly as it happens in the poem. Look at the number of sentences in the |
| | |poem—your paraphrase should have exactly the same number. This technique is especially helpful for poems written in the 17th and 19th |
| | |centuries. Sometimes your teacher may allow you to summarize what happens in the poem. Make sure that you understand the difference between|
| | |paraphrase and a summary. |
|C |Connotation |Although this term usually refers solely to the emotional overtones of word choice, for this approach the term refers to any and all poetic|
| | |devices, focusing on how such devices contribute to the meaning, the effect, or both of a poem. You may consider imagery, figures of speech|
| | |(simile, metaphor, personification, symbolism, etc.), diction, point of view, and sound devices (alliteration, onomatopoeia, rhythm, and |
| | |rhyme). It is not necessary that the ones you do identify should be seen as a way of supporting the conclusions you are going to draw. |
|A |Attitude |Having examined the poem’s devices and clues closely, you are now ready to explore the multiple attitudes that may be present in the poem. |
| | |Examination of diction, images, and details suggests the speaker’s attitude and contributions to the understanding. You may refer to the |
| | |list of words on our Tone Map. That will help you. Remember that usually the tone or attitude cannot be named with a single word. Think |
| | |complexity. |
|S |Shifts |Rarely does a poem begin and end the poetic experience in the same place. As is true of most of us, the poet’s understanding of an |
| | |experience is a gradual realization, and the poem is a reflection of that understanding or insight. Watch for the following keys to shifts:|
| | |· Key words (but, yet, however, although) |
| | |· Punctuation (dashes, periods, colons, ellipsis) |
| | |· Stanza divisions |
| | |· Change in line or stanza length or both |
| | |· Irony |
| | |· Changes in sound that may indicate changes in meaning |
| | |· Changes in diction |
|T |Title |Now look at the title of the poem again, but this time on an interpretive level. What new insight does the title provide in understanding |
| | |the poem? |
|T |Theme |What is the poem saying about the human experience, motivation, or condition? What subject or subjects does the poem address? What do you |
| | |learn about those subjects? What idea does the poet want you to take away with you concerning these subjects? Remember that the theme of |
| | |any work of literature is stated in a complete sentence. |
Name____________________________
Title of Poem
|T |Title | |
| | | |
| | | |
|P |Paraphrase | |
| | | |
| | | |
|C |Connotation | |
| | | |
| | | |
|A |Attitude | |
| | | |
|S |Shifts | |
| | | |
|T |Title | |
| | | |
|T |Theme | |
| | | |
| | | |
The Garden of a Child
Nirendranath Chakravarti
I entered the garden of my childhood days after
The storm had passed over. A gentle breeze was
Blowing and the sky was blue. Seeing in the
undergrowth a bird that had come out of an egg
only a little while ago and had fallen down, I
put it back in its nest.
It all happened yesterday. Today I am a grown-up
man again, and I just can’t put anything back in
its proper place.
A Poison Tree
William Blake
I was angry with my friend:
I told my wrath, my wrath did end.
I was angry with my foe:
I told it not, my wrath did grow.
And I watered it in fears,
Night and morning with my tears;
And I sunned it with smiles,
And with soft deceitful wiles.
And it grew both day and night
Till it bore an apple bright;
And my foe beheld it shine,
And he knew that it was mine,
And into my garden stole
When the night had veiled the pole:
In the morning glad I see
My foe outstretched beneath the tree.
Napoleon
Miroslav Holub
Translated by Kaca Polackova
Children, when was
Napoleon Bonaparte
born? asks the teacher.
A thousand years ago, say the children.
A hundred years ago, say the children.
Nobody knows.
Children, what did
Napoleon Bonaparte
do? asks the teacher.
He won a war, say the children.
He lost a war, say the children.
Nobody knows.
Our butcher used to have a dog,
says Frankie,
and his name was Napoleon,
and the butcher used to beat him,
and the dog died
of hunger
a year ago.
And now all the children feel sorry
for Napoleon.
Exercise One
Directions: Use this worksheet to gather ideas for a poem about yourself. First, read
through each pair of words carefully. Then, choose and circle the one word from each
pair that describes you best.
1. I am more like a … bikini raincoat
2. I am more like a … river waterfall
3. I am more like a … pencil paintbrush
4. I am more like a … sun moon
5. I am more like a … window door
6. I am more like a … tree flower
7. I am more like a … commercial movie
8. I am more like a … hiking boot dress shoe
Exercise Two
Directions: Look over the circled words from Exercise One and choose the one that describes you best of all. Remember, you can only choose one. Fill in your answer on the line provided. Finally, list some of the characteristics of your word in the Brainstorm Box.
I am MOST like a … _________________
Brainstorm Box
List at least four adjectives/descriptions that describe your word.
Using the word you chose and the adjectives write an eight line poem that describes you. Your first line should be, “I am like a (insert word that you circled). “
See the next page for two examples.
Bikini Poem
I am like a bikini
Small and sometimes, a little too loud.
I don’t believe in hiding things
And I was made to lie in the sun all day.
You might think I am only hanging on by a string
But when it comes down to it
All my knots are tied in the right spot.
Even the strongest waves can’t pull me down.
Like a river
I am like a river
Big and sometimes wild
I don’t like small streams.
I like to run with rage.
You might think it’s calm on top
But underneath you should see me run.
Don’t be brave, be afraid
Because if you can’t swim
You can’t take my unpredictable sink.
On a Sunny Evening
Anonymous Children
Written in Terezin Concentration Camp
On a purple, sun-shot evening
Under wide-flowering chestnut trees
Upon the threshold full of dust
Yesterday, today, the days are all like these.
Trees flower forth in beauty,
Lovely too their very wood all gnarled and old
That I am half afraid to peer
Into their crowns of green and gold.
The sun has made a veil of gold
So lovely that my body aches.
Above, the heavens shriek with blue
Convinced I've smiled by some mistake.
The world's abloom and seems to smile.
I want to fly but where, how high?
If in barbed wire, things can bloom
Why couldn't I? I will not die!
Fear
Charles Simic
Fear passes from man to man
Unknowing,
As one leaf passes its shudder
To another.
All at once the whole tree is trembling
And there is no sign of the wind.
Deformed Finger
Hal Sirowitz
Don’t stick your finger in the ketchup bottle,
Mother said. It might get stuck, &
then you’ll have to wait for your father
to get home to pull it out. He
won’t be happy to find a dirty fingernail
squirming in the ketchup that he’s going to use
on his hamburger. He’ll yank it out so hard
that for the rest of your life you won’t
be able to wear a ring on that finger.
And if you ever get a girlfriend, &
you hold hands, she’s bound to ask you
why one of your fingers is deformed,
& you’ll be obligated to tell her how
you didn’t listen to your mother, &
insisted on playing with a ketchup bottle,
& she’ll get to thinking, he probably won’t
listen to me either, & she’ll push your hand away.
Napoleon
Napoleon
Children, when was
Napoleon Bonaparte born,
asks teacher.
A thousand years ago, the children say.
A hundred years ago, the children say.
Last year, the children say.
No one knows.
Children, what did
Napoleon Bonaparte do,
asks teacher.
Won a war, the children say.
Lost a war, the children say.
No one knows.
Our butcher had a dog
called Napoleon,
says Frantisek.
The butcher used to beat him and the dog died
of hunger
a year ago.
And all the children are now sorry
for Napoleon.
Children, when was
Napoleon Bonaparte born,
asks teacher.
A thousand years ago, the children say.
A hundred years ago, the children say.
Last year, the children say.
No one knows.
Children, what did
Napoleon Bonaparte do,
asks teacher.
Won a war, the children say.
Lost a war, the children say.
No one knows.
Our butcher had a dog
called Napoleon,
says Frantisek.
The butcher used to beat him and the dog died
of hunger
a year ago.
And all the children are now sorry
for Napoleon.
M. Degas Teaches Art and Science
At Durfee Intermediate School--Detroit 1942
Philip Levine
He made a line on the blackboard,
one bold stroke from right to left
diagonally downward and stood back
to ask, looking as always at no one
in particular, "What have I done?"
From the back of the room Freddie
shouted, "You've broken a piece
of chalk." M. Degas did not smile.
"What have I done?" he repeated.
The most intellectual students
looked down to study their desks
except for Gertrude Bimmler, who raised
her hand before she spoke. "M. Degas,
you have created the hypotenuse
of an isosceles triangle." Degas mused.
Everyone knew that Gertrude could not
be incorrect. "It is possible,"
Louis Warshowsky added precisely,
"that you have begun to represent
the roof of a barn." I remember
that it was exactly twenty minutes
past eleven, and I thought at worst
this would go on another forty
minutes. It was early April,
the snow had all but melted on
the playgrounds, the elms and maples
bordering the cracked walks shivered
in the new winds, and I believed
that before I knew it I'd be
swaggering to the candy store
for a Milky Way. M. Degas
pursed his lips, and the room
stilled until the long hand
of the clock moved to twenty one
as though in complicity with Gertrude,
who added confidently, "You've begun
to separate the dark from the dark."
I looked back for help, but now
the trees bucked and quaked, and I
knew this could go on forever.
A Man Said to the Universe
Stephen Crane
A man said to the universe:
“Sir, I exist!”
“However,” replied the universe,
“The fact has not created in me
A sense of obligation.”
First Day Back
Yuka Igarashi
My father went to Spain
And came home with
Jet lag
He said he was awfully tired
All day
And that he felt
Sort of blurry and
Sort of bewildered
Almost like he was floating
Somewhere
Well you know
I guess
School
And summer
Are in different time zones
Too
“If I Were in Charge of the World”
Writing Situation
As you know from experience with adults and authority figures, they often view the world from a
perspective quite different from yours. Young adults often complain about their lack of control,
lack of choices, or lack of autonomy.
In Judith Viorst’s poem “If I Were in the Charge of the World”, the young narrator explains how
s/he would change things for the “better” according to her/his limited experience.
If I Were In Charge of the World
Judith Viorst
If I were in charge of the world
I'd cancel oatmeal (Four things you would cancel)
Monday mornings,
Allergy shots, and also Sara Steinberg.
If I were in charge of the world
There'd be brighter nights lights, (Three things you want)
Healthier hamsters, and
Basketball baskets forty-eight inches lower.
If I were in charge of the world
You wouldn't have lonely. You wouldn't have clean. (List four things you wouldn’t
You wouldn't have bedtimes. have plus one quote)
Or "Don't punch your sister."
You wouldn't even have sisters.
If I were in charge of the world
A chocolate sundae with whipped cream and nuts would be a vegetable
All 007 movies would be G,
And a person who sometimes forgot to brush, (Give four examples of the way
And sometimes forgot to flush, things would be if you were
Would still be allowed to be in charge of the world)
In charge of the world.
Writing Directions:
Modeling the poem’s pattern, rhythm, and structure, write your own poem about what you as a young adult would do if you were in charge of the world.
The Open Shutter
Karl Krolow
Translated by Kevin Perryman
Someone pouring light
Out of the window.
The roses of air
Open.
And children
Playing in the street
Look up.
Pigeons nibble
At its sweetness.
Girls are beautiful
And men gently
In this light.
But before the others say so
Someone shuts
The window again.
How to Eat a Poem
Eve Merriam
Don’t be polite.
Bite in.
Pick it up with your fingers and lick the juice
that may run down your chin.
It is ready and ripe now, whenever you are.
You do not need a knife or fork or spoon
or plate or napkin or tablecloth.
For there is no core
or stem
or rind
or pit
or seed
or skin
to throw away.
Mid-Term Break
Seamus Heaney
I sat all morning in the college sick bay
Counting bells knelling classes to a close.
At two o'clock our neighbors drove me home.
In the porch I met my father crying--
He had always taken funerals in his stride--
And Big Jim Evans saying it was a hard blow.
The baby cooed and laughed and rocked the pram
When I came in, and I was embarrassed
By old men standing up to shake my hand
And tell me they were "sorry for my trouble,"
Whispers informed strangers I was the eldest,
Away at school, as my mother held my hand
In hers and coughed out angry tearless sighs.
At ten o'clock the ambulance arrived
With the corpse, stanched and bandaged by the nurses.
Next morning I went up into the room. Snowdrops
And candles soothed the bedside; I saw him
For the first time in six weeks. Paler now,
Wearing a poppy bruise on his left temple,
He lay in the four foot box as in his cot.
No gaudy scars, the bumper knocked him clear.
A four foot box, a foot for every year.
O Captain! My Captain!
Walt Whitman
O CAPTAIN! my Captain! our fearful trip is done;
The ship has weather'd every rack, the prize we sought is won;
The port is near, the bells I hear, the people all exulting,
While follow eyes the steady keel, the vessel grim and daring:
But O heart! heart! heart!
O the bleeding drops of red,
Where on the deck my Captain lies,
Fallen cold and dead.
O Captain! my Captain! rise up and hear the bells;
Rise up--for you the flag is flung--for you the bugle trills; 10
For you bouquets and ribbon'd wreaths--for you the shores a-crowding;
For you they call, the swaying mass, their eager faces turning;
Here Captain! dear father!
This arm beneath your head;
It is some dream that on the deck,
You've fallen cold and dead.
My Captain does not answer, his lips are pale and still;
My father does not feel my arm, he has no pulse nor will;
The ship is anchor'd safe and sound, its voyage closed and done;
From fearful trip, the victor ship, comes in with object won; 20
Exult, O shores, and ring, O bells!
But I, with mournful tread,
Walk the deck my Captain lies,
Fallen cold and dead.
Who Makes These Changes?
Jalal al-Din Rumi
Who makes these changes?
I shoot an arrow right.
It lands left.
I ride after a deer and find myself
chased by a hog.
I plot to get what I want
and end up in prison.
I dig pits to trap others
and fall in.
I should be suspicious
of what I want.
O Captain! My Captain!
O Captain! My Captain!
O Captain! my Captain! our fearful trip is done,
The ship has weather’d every rack, the prize we sought is won,
The port is near, the bells I hear, the people all exulting,
While follow eyes the steady keel, the vessel grim and daring;
But O heart! heart! heart!
O the bleeding drops of red,
Where on the deck my Captain lies,
Fallen cold and dead.
O Captain! my Captain! rise up and hear the bells;
Rise up—for you the flag is flung—for you the bugle trills,
For you bouquets and ribbon’d wreaths—for you the shores a-crowding,
For you they call, the swaying mass, their eager faces turning;
Here Captain! dear father!
The arm beneath your head!
It is some dream that on the deck,
You’ve fallen cold and dead.
My Captain does not answer, his lips are pale and still,
My father does not feel my arm, he has no pulse nor will,
The ship is anchor’d safe and sound, its voyage closed and done,
From fearful trip the victor ship comes in with object won;
Exult O shores, and ring O bells!
But I with mournful tread,
Walk the deck my Captain lies,
Fallen cold and dead.
Those Winter Sundays
Robert Hayden
Sundays too my father got up early
and put his clothes on in the blueblack cold,
then with cracked hands that ached
from labor in the weekday weather made
banked fires blaze. 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 dress,
fearing the chronic angers of that house,
Speaking 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 austere and lonely offices?
One Art
Elizabeth Bishop
The art of losing isn't hard to master;
so many things seem filled with the intent
to be lost that their loss is no disaster,
Lose something every day. Accept the fluster
of lost door keys, the hour badly spent.
The art of losing isn't hard to master.
Then practice losing farther, losing faster:
places, and names, and where it was you meant
to travel. None of these will bring disaster.
I lost my mother's watch. And look! my last, or
next-to-last, of three loved houses went.
The art of losing isn't hard to master.
I lost two cities, lovely ones. And, vaster,
some realms I owned, two rivers, a continent.
I miss them, but it wasn't a disaster.
- Even losing you (the joking voice, a gesture
I love) I shan't have lied. It's evident
the art of losing's not too hard to master
though it may look like (Write it!) like a disaster
The Swimming Lesson
Mary Oliver
Feeling the icy kick, the endless waves
Reaching around my life, I moved my arms
And coughed, and in the end saw land.
Somebody, I suppose,
Remembering that medieval maxim,
Had tossed me in,
Had wanted me to learn to swim,
Not knowing that none of us, who ever came back
From that long lonely fall and frenzied rising,
Ever learned anything at all
About swimming, but only
How to put off, one by one,
Dreams and pity, love and grace,-
How to survive in any place.
You Say, “I Will Come”
Lady Otomo No Sakanoe
Translated by Kenneth Rexroth
You say, “I will come.”
And you do not come.
Now you say, “I will not come.”
So I shall expect you.
Have I learned to understand you?
When you memorize a poem, it often sticks with you forever. Recent studies have even proven that memorizing poems is a good way to ward off Alzheimer’s Disease and dementia.
Memorization – The first and most important part of this project is your accuracy. In poetry, much more attention is paid to the individual word than is done in prose, so you should have the same focus as well. You will be graded holistically on how accurately you recite your poem(s). The length requirements run as follows:
ANY POEM THAT YOU MEMORIZE MUST BE AT LEAST 8 LINES LONG
You can only receive an A if you memorize 15 lines of poetry. If you memorize less than that, you can still receive a B if you memorize at least 12 lines. See the grading sheet for penalties.
I reserve veto power over any poems with extremely short lines OR too much repetition. Also, on the day of your memorization, you must bring me a copy of your poem.
Recitation – This is not a matter of standing up in front of the class and saying a bunch of words. You are reciting a poem!!! Treat it with the dignity that it deserves. While I am not looking for perfect orators, I will expect that you are presenting your poem well.
Interpretation – Along with your recitation, I am expecting you to complete a TPCASTT sheet analyzing your poem, using the same type of close reading that we will be practicing in class (If you recite more than one poem, your response must focus on only one of them). What is the poet doing? What poetic devices does he/she use? What is working well within the poem? BE SPECIFIC. Also, if your poem can’t stand up to an analysis, select a new one.
Additional guidelines: No song lyrics
Immediately before your recitation begins, I will ask for you to explain your poem to the class briefly. What is it about, and what, as an audience, should we keep our ears open for (i.e. symbolism, a metaphorical interpretation, difficult vocabulary, etc)? Give us a running start, don’t just jump right in, or we’ll be lost. Good luck!
NAME_______________________________________
POEM:_______________________________________
POET _______________________________________
(fill in everything above the line – failure to do so will be a 3-point penalty )
ACCURACY (40 POINTS)
____ Major Errors (-3) ____ Minor Errors (-1) ____Forgot the line (-5) Total = _______/40
CATEGORY AMAZING V. GOOD FAIR WEAK
THE POEM (30 POINTS)
Clarity (comprehensibility) 15 10 5 0
Accuracy (proof of understanding) 15 10 5 0
THE PRESENTATION (10 POINTS)
Eye Contact 5 4 2 0
Posture 5 4 2 0
ANALYSIS (20 POINTS)
TPCASST Sheet 20 15 5 0
TOTAL NUMBER OF LINES (Penalties & Rewards)
15 Lines No Penalty
12-14 Lines -10
10-11 Lines -20
Fewer than 10 lines -30
More than 25 lines (Go For It!) +5
Late Penalty -15 per day
TOTAL SCORE = ______________________________/100
NOT ELIGIBLE = song lyrics, a poem YOU wrote.
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