Reading, writing, Communicating

1. Reading, writing, Communicating Grade 6, Unit 4 POETRY

2. Academic Vocabulary • Stanza – line of verse grouped so as to compose a pattern that is usually repeated in the poem

3. Academic Vocabulary • Narrator – the person telling the story, writing the poem • Central idea = gist • Tone – feature of a poem that shows the poet’s attitude toward a theme, speaker, person addressed in the poem, or reader • Figurative language (figures of speech) – words in which the literal meaning of words is disregarded in order to show or imply a relationship between diverse (different) things i.e. simile, metaphor

4. Academic Vocabulary • Rhythm • Rhyme • Viewpoint – author’s outlook or opinion

5. Language goals • Listening– Dramatize or draw interpretation of poems from oral reading • Speaking – Retell ideas from poems • Reading – Interpret poems and identify central idea • Writing – Write variety of poems

6. Essential Questions • Why is it possible to have different interpretations of a poem? • What is unique about how an author arranges words and phrases in poetry? • Why are life experiences a foundation for writing poetry? • How do poetic techniques engage readers?

7. Poetry Unit 4, January 9-31, 2012 Pretest • Week 1 • Types of poetry – acrostic, epitaph, haiku • Figurative Language – simile, metaphor, personification, alliteration, allusion, onomatopoeia • Week 2 • Types of poetry – sonnet, ode, praise poems • Elements of poetry – irony, imagery, meaning, mood, pattern, symbolism, tone • Week 3 • Rhyme schemes – end rhyme, internal rhyme, half rhyme Post-test

8. What is poetry? • A beautiful form of communication. • A genre that is open to personal interpretation and might differ from person to person.

9. Why do we study poetry? • Poetry helps us develop a sense of beauty, a deeper awareness of feelings and nature, and an appreciation for words. We all have a natural interest in the rhythm of poetry and it is fun to recite poems when given the chance! Roses are red; Violets are blue. I can write poetry; How about you?

10. What makes poetry unique? • The interpretation of a poem can vary from person to person, especially in how on might read it aloud, act out, or emphasize certain aspects in a poem. • Authors arrange words and phrases in poetry to express emotion and insights and to create writing that is aesthetic in nature, very much like music.

11. Poetry-Learning Target & Criteria for Success • I can identify elements of poem arrangement to help me understand the poem’s underlying meaning. • After reading Margaret Walker’s poem, Lineage, I will: • Identify an example of framing, word spacing,and sections. • Write a paragraph explaining my interpretation of the poem.

12. Figurative Language • Hyperbole • Simile • Metaphor • Personification • Alliteration • Allusion • Onomatopoeia

13. Hyperbole • A very strong exaggeration Ex. He is stronger than a giant panda.

14. Hyperbole Videos

15. Simile • A comparison between two objects using the words “like” or “as.” Ex. She sings like a nightingale.

16. Learning Target and Criteria for SuccessSimile • I can identify and utilize the poetic device of simile by: • Listening to and reading poems and identifying the similes • Defining what two items are being compared in each poem • Creating three similes comparing sports and holidays to an object using “like” or “as” • Writing a poem using at least three similes comparing something important to you to how you feel about it. • Poetry handout pg. 79

17. Simile Videos

18. Writing Poetry - Similes • Write a poem about an animal, carefully selecting the images and similes to influence the reader’s feelings. • Choose an animal for which you have strong feelings. • You might write a poem selecting images and similes that will influence the reader to feel as you do about the animal. • Use as many senses and similes as possible to describe the animal.

19. Metaphor A comparison between two objects (without “like” or “as”). Ex. Jackie is an angel.

20. Metaphor Videos

21. Personification Gives an inhuman thing human qualities Ex. The sunrise was jealous of her loveliness.

22. Personification Videos

23. Alliteration • The repetition of the same or similar consonant soundsin words that are close together. • Example: Silly Sally sashayed on the shore. • Jumping Jorge wears jagging jeans. • Serious Sergio studies studiously. • Active Abby likes activity. • Silly Cindy (note “c” makes /s/ sound) swims in the city. • Cute Cathy (note “c” makes /k/ sound) cannot compete. • Axel absolutely loves apples! • Exceptional Emmanuel excels in efficiency.

24. Alliteration Videos

25. Allusion • A reference to someone or something that is known from history, literature, religion, politics, sports, science, or some other branch of culture. • When you use allusion you are alluding to something for example: • I use lootas a slang name for money. • He went home to his crib.

26. Allusion Videos

27. Onomatopoeia • The use of a word whose sound imitates or suggests its meaning. • Examples: • Boom, boom, boom • Rattle-rattle • Ho Ho Ho

28. onomatopoeia videos

29. Learning Target and Criteria for Success • After reading There is No Word for Goodbye, by Mary TallMountain, I can: • Explain which parts of the poem are most vivid to me. • Identify examples of figurative language in the poem. • Describe the effect of figurative language.

30. Elements of poetry • Irony • Imagery • Meaning • Mood • Pattern • Symbolism • Tone

31. Irony • In general, it is the difference between the way something appears and what is actually true. • Verbal irony is irony that is spoken aloud. • Sarcasm is a form of verbal irony.

32. Sarcasm Videos

33. Imagery • The use of language to evoke a picture or a concrete sensation of a person, a thing, a place, or an experience. Helps create images in reader’s mind. • Examples: • Sight: Does it dry up like a raisin in the sun? • Taste: Or crust and sugar over like a syrupy sweet? • Touch: Maybe it just sags like a heavy load. • Smell: Does it stink like rotten meat? • Sound: Or does it explode?

34. Learning Target and Criteria for Success • I understand that when an author uses sensory language in his writing, it is much easier for readers to visualize what the author is describing. • After reading Gary Soto’s poem, Finding Lucky Number, I will: • Identify three examples of sensory language and explain one of the images • Orally communicate why poets use sensory language in their writing. • Write a personal note to Soto. “Your poem made me feel_____________...”

35. Sensory Language • Why do poets like to use sensory language in their writing? • Sensory language makes writing fresh and vivid. Authors use this type of imagery as a way of appealing to the reader’s imagination.

36. Poetry Exercise- Simile and Sense • Write a poem about a place in nature, using sense images and similes. Choose a place in nature that is vivid in your mind. It may be a place you visited long ago, but you need to remember some details about it. It may be a place in the mountains, by the sea, at a nearby part, by the river or simply up in a tree. • Use similes and all five senses (taste, smell, sight, sound, touch) • Avoid cliches i.e. “The sky was as blue as the sea.” • If you cannot remember all of the details, start with what is clear in your mind and invent the part that is missing. (This is common practice among writers.)

37. Meaning • What is the poem about?

38. Mood • The feeling created in the reader by the poem or story.

39. Symbolism • The use of person, place, thing or event that has meaning in itself and that also stands for something more than itself. • Example: The eagle is a bird, but it is also the symbol for American freedom, liberty and justice.

40. Poetry Exercise-Symbolism • Write a symbol poem choose some aspect of nature to represent a human trait or global issue. • Discuss how natural phenomena, such as a river, valley, rock, flower, shell, mountain, wind or snow storm might stand for anger or joy (emotion) greed or compassion (human trait), or war and peace (global issues). • Using wind as an example, a morning breeze could represent peace and harmony; hurricane winds could represent the combat of war; and tornadoes could symbolize nuclear explosions.

41. Pattern • A combination of the organization of lines, rhyme schemes, stanzas, rhythm, and meter. • There are many different patterns in poetry.

42. Tone • The attitude a writer takes toward the subject of a work, the characters, or the audience. • What is the tone of Gustav Klimt’s famous painting “The Kiss?”

43. Rhyme Schemes • End Rhyme • Internal Rhyme • Half Rhyme

44. Rhyme Schemes – End Rhyme • The rhyme occurs at the end of the verse lines. • It is the most common rhyme form. • Example: Now my days are lonely, And night-time drive me wild, In my heart I’m crying. I’m just Miss Blue’eschild! (Langston Hughes)

45. Rhyme Schemes – Internal Rhyme • The rhyme occurs within a line of verse. • Example The splendor falls on castle walls And the snow summits old in story: The long light shakes across the lakes And the wild cataract leaps in glory. (Alfred, Lord Tennyson)

46. Rhyme Schemes – Half Rhyme • The rhyme is imperfect and approximate, not “dead on.” • Example: I was the slightest in the House- I took the smallest room- At night, my little Lamp and Book- And one Geranium (Emily Dickinson)

47. Learning Target and Criteria for Success • I understand poetry is written to be seen and heard. Poets use sounds for emphasis or to enhance rhythm of the poem. • After reading Odgen Nash’ poem, Adventures of Isabel, I can: • Read a poem out loud and listen for consonance(same consonant sounds) and assonance (same vowel sounds). • Identify sound devices such as rhyme, rhythm, alliteration, assonance, consonance, onomatopoeia and repetition. • Explain why poets use sound devices. • Interpret humor in poem and cite specific lines and examples.

48. Learning Target and Criteria for Success • I understand the rhythms of a poem affect readers’ enjoyment and understanding. • After reading Maya Angelou’s poem, Life Doesn’t Frighten Me, I will: • Identify regular rhythm (meter) and irregular (free verse). • Contrast rhythm and rhyme • Describe the mood created by rhythm and rhyme

49. Types of Poems • Acrostic • Epitaph • Haiku • Sonnet • Ode • Praise poems

50. Learning Target and Criteria for SuccessAcrostic Poem • I can develop flexibility in the way I use language by: • Writing an acrostic poem about one of my favorite things • Reading the poem aloud with appropriate emotion/feeling • Illustrating the poem to convey meaning