Agenda

• Terms of poetry: learn them

• Be here every day: each day we learn two new poems for the oral

• Monday; Read War Photographer and bring in 1/2 page commentary

IOC• Interactive oral commentary at the church• You will choose a poem randomly• You will have 20 minutes to prepare your

commentary in a quiet room• You will be escorted to my room and sit

across the table from me and talk for 8 minutes about the poem.

• Commentary needs to be formal, organized and reveal how well you are able to identify poetic features and how they support the poet’s purpose.

• I will give you a minute warning to wrap it up.

• I will ask some follow up questions and we have a short 2 minute discussion on the poem

• Then we transition to a ten minute discussion on either Lear or SL. (Again I go down a list of questions and where you are when you walk in is what I ask.

Carol Ann Duffy

• Born on December 23 1955, in Glasgow, Scotland's largest city.

• Attended Liverpool University

The first female, Scottish Poet

Laureate in the role's 400 year history, • Accepted position in 2009

• “the queen of modern British poetry"

• "The beginning of a poem is always a moment of tiny revelation, a new way of seeing something, which almost simultaneously attracts language to it - and then the impulse is to catch that with a pen and paper.” Carol Duffy

Education for Leisure

Groups Answer the questions on poetry worksheet

• Group 1: Dramatic situation

• Group 2: structure

• Group 3: language

• Group 4: Musical Devices

• Conclusion?

• First look at poem by yourself then as a group.

Dramatic Situation• Dramatic monologue• Speaker is a young adolescent male who is

bored and tired of being ignored, overlooked. He wants attention in the worst way…by committing Violence, playing god, causing destruction and fear as a means of feeling powerful.

• Speaking to the reader• Tone is sinister: Today I am going to kill

something• Tone is also ironic: contrast between the

speaker’s view of himself and reality.

Structure

Five stanzas

• Four lines each• Poem moves from a threat to action• Builds tension with escalating images of

violence• Syntax: Short “jabbing” sentences. …Why? • Other lines that are more lyrical

– Line 4– Last line

STRUCTURE• Punctuation

– Use of end stops and enjambment.

Title?

Ironic. Leisure of the unemployed, the drop outs, the underclass. Time on their hands because they have either dropped out of school or have been expelled.

Language

• Colloquial diction, direct• Connotation of the word “genius”

– We usually associate the word with creativity, but the speaker in this poem seems to be an evil genius, and not much of one at that Capable only of destruction not creation.

– “God”: association of omnipresent being who created the world, but here used to show how speaker plays god in taking life as well. “I see that it is good>”

Language

Imagery:

Grey with boredom [day]

Pavements Glitter:

Interesting contrast. Glitter with what?

(blood, something to do?)

language

• Allusion to Gloucester’s line in King Lear.

• Image of fly being squashed• Another Language. ( death vs language

of art,)• Ironic humor to show discrepancy

between speaker’s egotistical view of himself and our view of him.

Musicality

• Iambic meter in lyrical lines (yearning)

• Flat, plodding rhythm…reinforces the monotony of his life.

Thesis

• Duffy uses______________,___________,

• and__________________to show_________________________.

homework

• Half the class annotate and prepare 3 minute oral commentary on Stealing

• Other half annotate and prepare for Education of Leisure

• Create a thesis

• And identify 3 relevant features and how they support poets intent.

agenda

• Finish We remember your childhood

• Write a thesis statement

• Author + verb + feature +verb+ lit. effect and why. See examples on handout

• Eley’s bullet

We remember your childhood well

• Think about the title. • The poem is a dramatic monologue:• The speaker sounds very much on the

defensive: clearly the grown-up child has complained about something or asked an awkward question. The parent insists that the child was brought up well and was loved

Conflict?

There is a lot of tension between the speaker and listener. We get the impression that the listener is not given much chance to speak - or, if they do, that it is ignored

• As readers, we cannot be sure whose memory is more accurate - the parents' or the child's.

• Is the child exaggerating about the horrors that appear to have taken place? Or are the parents guiltily trying to convince themselves that they didn't happen?

Structure

• The poem consists of six stanzas of three lines, each of roughly the same length.

Each stanza begins with a statement that denies what the child believes to have happened - 'Nobody hurt you'

Language• There are many frightening ideas in the

poem that are suggested but not developed:

• "The bad man on the moors" (line 2), • a door being locked (line 3),• the child being "sent ... away" (line 13). • definite sense of fear on the part of the

child.• "skidmarks of sin" (line 16) are and

what is meant by “laid you wide open for Hell" (line 17).

violent verbs -

• 'hurt, argued, forced, begged' - which add to the sense of danger.

• Onomatopoeia is used to describe the voices, "Boom. Boom. Boom. We associate a booming sound with explosions and bombs,

• It is ironic that the parent uses the metaphor "called the tune" (line 10) to indicate the control they had over the child, when the 'music' produced was so violent.

theme

• "the secret police of your childhood”

• Poem about memory, childhood, truth lies.

• A parent trying to soft peddle a difficult childhood?

Eley’s Bullet

• Read paragraph to partner

• Class deconstruction

Thesis statementMake sure you are specific. What kind of tone, diction, imagery is used?

•Mocking tone, ironic tone?

•Informal diction, poetic diction?

•Duffy uses foreshadowing and images of decay to create a suspenseful mood that signifies impending death

terms• Colloquialism: in a conversational manner that may include

slang:– Better of dead; Anyone’s guess

• Connotations: emotional association a reader has for a certain word:– God ….but in Education it has a – connotation not as

creator but destroyer.• Alliteration: repetition of consonant sounds at beginning of

sentences; ripped out in rags• Assonance: repetition of same vowel sound

– Mute moon• Consonance: identical consonant sound preceded by

different vowel: • Home, same, breath, worth

Practice commentary

• Education for Leisure

• Stealing

• Partner off. 3 minutes

• Debrief.

For Friday

• Group who did Education will discuss it in seminar

• Everyone Read and annotate Standing Female Nude

• Answer two questions on hand out for Socratic Seminar (10 pts)

Homework for Monday

• Read War Photographer From collection Standing Female Nude 1985

• And write a commentary that includes thesis and discussion of at least 3 main literary features and how they support theme. (10 pts)

Agenda

• Seminar on Education for Leisure

• Socratic Seminar:

• Next Tuesday: I will be in my room to help you prepare and practice explicating a poem and delivering orals.

PicassoStanding Female Nude

The Grand Nude; 1908

• What are the effects of the variety of responses in this poem?

• What statement do you believe the poem makes on the poem in general?

• Who has more power in this poem?

• How is the model objectified?

What is Duffy saying about “ART” other themes?

• Gender and class struggles

• Objectification

• Exploitation of women/artists and commercialization of art

Tone?

• Cynical tone of a prostitute who poses for money.

• “The bourgeoisie will coo…– Inequality of the classes– She stands for 6 hours for a few francs– Poem ends on the mention of francs also.

Francis Bacon painting breaks new record

• http://www.google.com/hostednews/afp/article/ALeqM5jSXpbtcGhnglJ1FeFgDiw4mRNGYA?hl=en&docId=0ea14c2e-cd81-40bb-9e01-cb8616c948ba&index=0

tomorrow

• 9:50-10:55 Prep for IB orals

• Review poetic terms

• We will annotate poems

• Prepare an oral and practice

Think about Power, Gender and class struggles, the male

gaze• Line breaks emphasize ideas, contrasts

and juxtapositions.

• Why in the last stanza do we have two one word lines? What do they represent or support?

• Finished… enjambment: line continues just as the work seems to never end.

Finished

• Also emphasizes the completion, finally after standing nude for six hours.

• Stands on its own lines…just as the picture will also stand on its own,

Me• Reassertion of the model’s

individualism.

• “Finished me.” Two lines stick out and form their own thought

• Speaks also to the artist’s transformation of model into an unrecognizable version of herself.

Some thoughts on structure• Duffy likes regular lined stanzas

• “I found that [Stealing] fell naturally (as most of my poems do) into regular-lined verses- in this case, 5 5-lined verses. The verses are unrhymed and irregular in meter. These free verses work for me like small canvasses to hold the words of the poem. They help to control the rhythm of the poem… ”

War Photographer

• From Duffy’s first collection: Standing Female Nude 1985

War Photographer

Vietnam War

Vietnam

Iraq, 2005

Iran, 1979

In his darkroom he is finally alonewith spools of suffering set out in ordered rows. The only light is red and softly glows,as though this were a church and hea priest preparing to atone a Mass.Belfast. Beirut. Phnom Penh. All flesh is grass.

Make notes on the structure of the first verse

Is this continued throughout? Why?

Structure

• 4 stanzas• 6 lines per stanza• Regular rhyme scheme – ABBCDD,

etc.WHY?• Imposes order in the chaos of war• Like the photographer – order with

the photos, making sense of the chaos

Imagery• Four groups…analyze images in

assigned stanza and decide how they support topic and theme of poem– First by self– Discuss with group– class

• Go through poem and highlight or underline all the images.

• In his darkroom he is finally alone

• with spools of suffering set out in ordered rows.

• The only light is red and softly glows,

• as though this were a church and he

• a priest preparing to atone a Mass.

• Belfast. Beirut. Phnom Penh. All flesh is grass.

In his darkroom he is finally alone

with spools of suffering set out in ordered rows.

The only light is red and softly glows,

as though this were a church and he

a priest preparing to atone a Mass.

Belfast. Beirut. Phnom Penh. All flesh is grass.

alliteration – what is the effect?

What are the connotations of the colours?

1. regularity/order – reflects structure

2. Suggestion of graves/bodies

Litany of horror; what is the effect of the caesura?

Isaiah 40:6 – shortness of life

Simile – reverence and devotion to the pictures

Contrast to what?

He has a job to do. Solutions slop in trays

beneath his hands which did not tremble then

though seem to now. Rural England. Home again

to ordinary pain which simple weather can dispel,

to fields which don’t explode beneath the feet

of running children in nightmare heat.

Ambiguity – chemicals/solutions to war

Implies carelessness

Why did they not tremble then? Why now?

True meaning to the poem - contrast

Cannot compare to pain of war

Contrast: barefoot children running in grass for fun/those running from war – end of innocence and, possibly, life.

Suggests idyllic life

Something is happening. A stranger’s features

faintly start to twist before his eyes,

a half-formed ghost. He remembers the cries

of this man’s wife, how he sought approval

Without words to do what someone must

and how the blood stained into foreign dust.

Ambiguous: Literal – developing the photo. Figurative – person in pain

Metaphor – 1. image on photo, 2. death

Photographer’s dilemma – has a job to do.

Discussion Points

• How do you think this photographer feels about their job? Pride or guilt?

• How do you think Duffy feels towards the newspaper editors?

• What does Duffy seem to be suggesting about the way the readers react to seeing these images?

• What is Duffy trying to point out about life in Britain compared to Beirut etc?

• Themes?

Homework

• Read “Little Red Cap” and answer the questions on the poetry worksheet. Think about how Duffy uses certain literary devices; for what effect?

• For example, in “War Photographer,” Duffy uses rhyme scheme to impose order on a chaotic world. The alliteration of Belfast. Beruit. Phnom Penh is a harsh sound, suggestive of bombs or bullets. Also, the caesura created between each city creates a pause, similar to a sacred recitation or prayer for the dead.

A hundred agonies in black-and-white

from which his editor will pick out five or six

for Sunday’s supplement. The reader’s eyeballs prick

with tears between the bath and pre-lunch beers.

From the aeroplane he stares impassively at where

He earns his living and they do not care.

1. Photo

2. Good/evil

3. Truth/lies

Chooses photos to suit the article; don’t convey the full horror of war

Trivialises; we are only moved momentarily

Who are they?

Suggests they are used for entertainment

Contrast to war zone

En route to another assignment; poem is cyclical; unceasing wars

Group Thesis

How does author +verb+ lit. feature+ verb+lit. effect + why.

War Photographer

•Duffy uses structure and the contrasting imagery of war and rural England to reveal the cyclical nature of conflict and the impassivity that some feel toward others’ suffering.

Thesis example

• Duffy uses structure and the contrasting imagery of war and rural England to reveal the cyclical nature of conflict and the impassivity that some feel toward others’ suffering.

Shooting Stars Class Performance

• Six groups (count off)

• Each group will present one stanza. Use choral voices, poses, actions to bring meaning to poem.

• We will perform with no break

More Poetry terms

A caesura is a strong pause within a line, and is often found alongside enjambment.

Enjambment: the running over from one line to another

Agenda

• Finish discussion on “Shooting Stars”

• Turn to hand out on The World’s Wife

• Discuss Literary Devices on Little Red-Cap

• Model of oral (me)

Shooting Stars

• Group 1: Reflect on title: make web of denotations and connotations.

• Group 2: what is the dramatic situation and how is it demonstrated through structure ( form, movement, end-stopped lines: enjambment)?

• Group 3: What is the significance of the images and how do they contribute to theme[s]?

• Group 4: what is the significance of the persona’s characterization to poem’s theme[s]?

• Group 5: What type of diction is used, what tone is created, and how does it support theme or action of poem?

• Group 6: Discuss use of punctuation and how it supports theme or poet’s intent.

Shooting Stars

• Use of emotional diction and biblical diction to show the cruelty of the Nazis and the speaker’s plea to remember these atrocities and for humankind to show mercy.

• uxtaposition of violent Imagery with the mundane to show the indifference to human suffering. “The world/turns in its sleep”

Punctuation

• Lack of commas between names to show loss of individuality.

• Elipses…. The names go on and on….• Rhetorical questions: How would you

prepare to die? Do you not consider me?• 4th stanza: no commas…horror runs into

the mundane

Persona

• A strong woman describing how the women were brave as statues. Juxtaposed with men weeping behind wire….Perhaps to emphasize the horror and strength needed to face such horror?

Terms

• Satire: A type of literature in which folly, evil or topical issues are held up to scorn through ridicule, irony or exaggeration.

• Euphemism: an inoffensive word or phrase substituted for one considered offensive or harmful.

• Assign Groups and poems• Finish “Little Red-Cap”

– What Literary Devices does Duffy use to show how the speaker moves to self-reliance.?

• Meet in Groups • Homework: Read your poem, annotate it, know it,

be ready to jump into group work on Monday. • We Begin presentations on Tuesday: “Sisyphus” (10

minute work time before presentation)

• All students will continue writing half page commentary on Duffy’s poems- due the day poem is presented in class.

Allusion: using an old literary character little girl, pawn, victim. Here more realistic. What could happen. She can take care of herself . Making fun…turning story on its head. Reflection on marriage …loss of innocence. Broken away from marriage. She saves herself. Bones… past oppression of grandmother who was eaten, could not escape.Short internal rhyme, similariteis to older fok story. Rhyme…creepy images…foreshadowing Structure: short pwerul phrases… she becomes the the power. Repetition of axe: to emphasize the oppression and her breaking from it. Allure of the wolfSymbolism of the wolf: men house becomes a place where women are subjugated by men.At childhoods end…end of being safe

Allusion of original story, likes his appearance. She is on the make. Pawl Drawl: consonnance … internal rhyme. Pacing increased…Heightens the emotions, emotion attachement.String of words…excitement Third stanza of…metaphor into the tangled thorny place” POETRY!!!Winged innoncences is now knowledge books… repetition of words.

Allusion: a reference to another literary work, famous person, myth, poem Childhoods end? Adolescent First Stanza: long sentence. The edge of the town…the end of childhoodImages: mmmmalliteration muted….soft sound…life is sheltered. Second stanza: Reading poetry. His maturity and intelligence. Authorityallsuion to the original …She was scared of the owlf in the original, here this is what attra ts her. Internal line,,Rushed pacing…excitement

Third Stanza: my first: emphas on first “encounter”First line: coloquial language. Informal…youth of speaker she is defending the situation. Short sentences. Periods create caesura.Poetry.

Re-rendering of Fairy Tales

• Little Red-Cap takes on a feminist twist to the original tale in which a young girl falls victim to a predator.

• Here, Little Red-Cap initiates the relationship with a “wolf” or older man for the sexual experience, but also to be introduced to the world of poetry.

• The poem serves as an metaphor for female writers in a male world.

Group Work

• First: discuss poem and come to a consensus on meaning.

• Identify poetic elements and who will present what

• Then work on dramatic reading of poem.• Tomorrow: Sisyphus Group will present. You

will have 15 minutes to work in group and 30 minutes to present poem.

• Everyone else needs to read the poem and write half a page commentary.

ScheduleTen minutes check with group

– Pygmalion’s Bride (commentary due)– Midas ( on deck)

•Thursday: Penelope •Friday: Queen Kong •Formal typed commentary on favorite Duffy poem due next Monday, Dec. 9

– See handout for ways to organize this

Workshop after school Thursday

• Wed AM?

Write thesis for poem

• How does author +verb+ lit. feature+ verb+lit. effect + why.

• Example:

• Carol Ann Duffy uses a sarcastic tone and humorous allusions to Aesop’s Fables to show the wife’s discontent in her marrige and to depict her husband as an unoriginal bore.

Evidence for Thesis

• Meat and potatoes, Tofu and vegetables of Oral

• 5-8 items Author uses______to (show, illustrate, portray)– State line number say the line and explain how

it connects to thesis, or poem’s theme. ( “In line 6, stanza 2 Duffy alludes to King Lear: say line”.)

– Explain the literary effect (“Duffy uses allusion in stanza two in order to show the alienation of this young man from his education.”)

– Move to next example

• Sign up for orals tomorrow right after school.

• Will need about an hour

• Walk to church, (5 min)

• 20 minutes prep,

• 20 minutes oral,

• walk back to school.

• Arrive ten minutes before prep time: example: prep begins at 8:40, arrive 8:30.

Poetic Devices

• Voice of speaker: Cynical? Insulting?

• Tone? Satirical? Mocking? Pleading? Angry? Sorowful

• Staple commentary to commentary and turn in

• Bring Lear tomorrow

Opening comments for Oral

• General comments of poem: Title, poet, context (collection)

• Structure: Duffy uses regular 6 line stanzas– Purpose?

• What is it about? Literal meaning– Identify dramatic situation The speaker. Is it a dramatic

monolgue? Be clear with pronouns. She? Duffy? Or the speaker

• Deeper meaning? Say one or two sentences here.• Thesis• Continue with analysis. Be sure to cite lines when you

discuss literary devices and their effects

Two approaches

• Stanza by Stanza

• Or by literary features.

• Choose one to practice with for today. It depends on poem as well.

• Make sure you are relating back to thesis, literary effect and poet’s intent.

Practice Oral

• 10 minutes to annotate

Partner A: 5 minute oral

Switch- Partner B: five minutes

Move to another partner

Practice again