English 9 poetry packet 2017

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Student Name: ______________________________ Period: ______

English 9 Poetry Packet

2017

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Unit Overview

"If you know what you are going to write when you're writing a poem, it's going to be average."

? Derek Walcott

Poetry is an important genre in student writing. It gives opportunities to play with language in novel ways, and sometimes to incorporate art and graphic design skills as well. Understand that it is the message that is important in poetry, not just the format or rhyming. Playing with line breaks and white space, exploring repetition and font choices for emphasis, and focusing on descriptive language that carries meaning are all ways to enhance (poetic) writing skills.

During the next few weeks, you will be reading, writing, memorizing, studying, and discussing poems. Your unit grade will be primarily based on the following:

?the work done in the packet ?writing of your own poems ? presentation of at least one memorized poem ?poetry test

Note that the poetry unit is no different than any other unit, in that class participation plays an important role in your final grade.

It is essential that you keep this packet neat, and organized. I will not make additional copies to replace lost handouts. If you misplace a handout, you will need to copy it over by hand.

In order to understand poetry, you will need to experience the process of writing poetry. Although I do not expect you to become a world-wide acclaimed poet, I do expect that you will attempt to write every poem demonstrated for you, and your efforts to be sincere. As you consider all senses, it is a great opportunity to expand your vocabulary.

We will study a wide variety of poems and songs. You will take notes on these poems, annotate and answer questions. Most of the material covered by the test will be in this packet.

Finally, you should look up any words you do not know. If there is a word you do not know ? and there should be many ? use it! You will not be tested on vocabulary words found in poems, but there sure is nothing wrong with learning new words.

By the way, keeping this packet presentable, tidy and neat matters! As this packet is an extension of you, feel free to be creative and use the space you are offered well and to your liking.

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Poetry Terms Term Imagery:

Definition/Example

Personification:

Sonnet:

Haiku:

Rhythm:

Meter:

Diction:

Denotation:

Connotation:

Metaphor:

3 Image

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Term

Definition/Example

Extended Metaphor:

Simile:

Monologue:

Tone:

Speaker:

Persona:

Theme:

Point of View:

Mood:

4 Image

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Poetry Warm-Up

Instructions: Discuss the questions below with your poetry group. Jot down your answers using complete sentences. 1. What is poetry? Write your best definition (in your own words).

2. What do you like about poetry? (Or what do you think other people like about poetry?)

3. What do you dislike about poetry? (Or what do you think other people dislike about poetry?)

4. What are some poems/poets that you have read before? What was your opinion of those poems/poets?

5. Review "How to Read a Poem" PDF. How many of these strategies do you use when reading poetry?

6. In your opinion, which step is most important?

7. Do you believe that it is possible to like a poem but not understand what it means? Explain.

8. Do you consider songs to be a form of poetry? Explain.

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Introduction to Poetry by Billy Collins

I ask them to take a poem and hold it up to the light like a color slide

or press an ear against its hive.

I say drop a mouse into a poem and watch him probe his way out,

or walk inside the poem's room and feel the walls for a light switch.

I want them to waterski across the surface of a poem waving at the author's name on the shore.

But all they want to do is tie the poem to a chair with rope and torture a confession out of it.

They begin beating it with a hose to find out what it really means.

Discussion Questions 1. What words and images stand out to you?

2. What is your emotional reaction to the poem (e.g., surprise, dismay, anger)?

3. Read the poem a second time and identify any figurative language (e.g., simile, metaphor, hyperbole) you encounter.

4. What do they think Collins is saying about the study of poetry?

5. According to Collins, what is the real goal of reading poetry?

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Alliteration and Onomatopoeia Alliteration and onomatopoeia are poetic devices. Both are methods of using words and sounds for effect in a poem. Alliteration is the repetition of a beginning sound for effect. These may be vowel or consonant sounds. The alliterative sounds have been underlined in the following examples:

The alligator ate apples and avocados. Walkin' in a winter wonderland.

Underline the alliteration in these sentences: 1. The warm wind wafted across the window. 2. I accidentally ate an awful apple. 3. Slipping and sliding, I stumbled in the snow and slush.

Finish these sentences with alliterations of your own: 1. Swiftly swimming _________________________________. 2. The tired traveler __________________________________. 3. While wandering __________________________________.

Onomatopoeia is the imitation of natural sounds. For example: The steam hissed from the open valve. Onomatopoeia is a poetic device that produces an auditory image to the reader. Underline the words you "hear" in these sentences:

1. The train rumbled down the track. 2. The truck's brakes screeched in the distance. 3. The old floor creaked as we walked across the room. Complete the following sentences using onomatopoeia of your own: 1. The rusty gate ___________________________________________. 2. The branches ____________________________________________. 3. The motorcycle _____________________________________________.

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Similes and Metaphors A simile is a phrase or word that describes one thing as similar to another, often unrelated thing. An example is "Jane went up the stairs as quiet as a mouse." Similes use the words "like" and/ or "as". A metaphor is a phrase or word that states that one thing is another, often unrelated thing. An example is "Harold is a snake." Read the following sentences. At the end of the sentence, write in brackets whether the sentence is an example of a metaphor (M) or simile (S). Example: The clouds were fluffy like cotton wool. (S)

1. As slippery as an eel. 2. He was a lion in battle. 3. She is as pretty as a picture. 4. The striker was a goal machine. 5. The moon was a misty shadow. 6. His eyes sparkled like a diamond. Now you are going to make up similes and metaphors of your own by finishing these sentences. 1. As heavy as ______________________________________ 2. He was a cold _____________________________________ 3. She had skin like a _________________________________ 4. As cool as _______________________________________ 5. The mountain was a ________________________________ 6. Slippery like a ___________________________________

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