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Name: __________________________________________ class period: ________ Ms. Doolittle, Sophomore English

Flashcards Work

You will need 8 colored flashcards to write down the “common poetic structure” words and definitions (on the front side of this page). You will need 15 white index cards for the “common literary devices” (on the back side of this page). Copy the word on one side and the definition on the other. Leave room on the back side of the card for an example, too. When you turn in your cards, make sure they are held together by a rubber band, string, or Ziploc bag. Also make sure your first and last names are on the top card.

Poetry Glossary COMMON POETIC STRUCTURES & FORMS (use one color of index cards) couplet – a pair of rhymed lines of poetry (e.g., Sleigh bells ring. Are you listening? / In the lane, snow is glistening…)

free verse – Poetry that doesn’t have much meter or rhyme. meter – A regular pattern to the syllables in lines of poetry. quatrain – poetic verse of four lines, usually presented in some sort of rhyme scheme. Common schemes include: abab, abba, and abax)

ode – usually a poem of moderate length, with a serious subject, an elevated style, and an elaborate stanza pattern. There are various kinds of odes, which we don't have to worry about in an introductory course like this. The ode often praises people, the arts of music and poetry, natural scenes, or abstract concepts. narrative poem – poetry that has a plot. The poems that make up this genre may be short or long, and the story it relates to may be simple or complex. rhyme scheme – The pattern of a poem’s end rhymes. For example, the following lines have a rhyme scheme of a b a b c d c d:

Shall I compare thee to a summer’s day? a Thou art more lovely and more temperate. b Rough winds do shake the darling buds of May. a And summer’s lease hath all too short a date. b Sometime too hot the eye of heaven shines c And often is his gold complexion dimmed d And every fair from fair sometime declines c By chance or nature’s changing course untrimmed d

stanza – a unified group of lines in poetry. Used to refer to groups of lines with no other name (i.e., a quatrain is the exact term for a stanza with four lines, so call it a “quatrain” and not “four-line stanza”)

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COMMON LITERARY DEVICES (use white index cards) alliteration – The repetition of the same consonant sound at the beginning of words. “Sally sells sea shells by the sea shore” cliché – an overused and predictable word, phrase, or image foreshadowing – giving hints or clues of what might happen at a future time in the story imagery – figurative language used to produce mental pictures and appeal to the five senses (touch, taste, see, hear, smell) irony – the use of words to convey the opposite of their literal meaning: the words say one thing, but mean another. (Sarcasm is a type of irony.) metaphor – a figure of speech indirectly comparing two essentially dissimilar things; used to create new connections for the reader (e.g., My love is a red, red rose.)

extended metaphor – is when the metaphor is continued throughout the work. (A whole poem or story compares two things indirectly)

onomatopoeia – The use of a word which imitates or suggests the sound that the thing makes. Snap, rustle, boom, murmur personification – giving human characteristics to objects, animals or things repetition – repeated use of sounds, words, phrases, images, or clauses to emphasize meaning or achieve effect… NOT because the author has a limited vocabulary! shift – refers to a change or movement in a text, often resulting from an epiphany, realization, or insight gained by the speaker, a character, or the reader. Also known as “turn.” These common signals often indicate a shift in tone:

key words (e.g., but, yet, nevertheless, however, although)

punctuation (dashes, periods, semicolons)

stanza and paragraph divisions

changes in line and stanza or in sentence length

sharp contrasts in diction (word choice) simile – a figure of speech directly comparing two essentially dissimilar things; the comparison is signaled with like or as; used to make writing more vivid, fresh, or interesting (e.g., as fresh as bread from the oven) symbolism – using a person, place, or thing to represent something else (often to represent an abstract idea, or a group of ideas/characteristics) theme – a broad idea in a story; the underlying message or lesson. Something fundamental, universal, and bigger than plot. tone – indicates author’s feelings about his or her subject, character(s), and/or audience. It is the cumulative effect of the writer’s words. An author’s style conveys tone.

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Where I'm From By

I am from _________________________, from ________________________ and ________________________. I am from the __________________________________. (_____________, _______________, it tasted like _________________.) I am from the _____________________________ the __________________________ whose _____________________________ I remember as if they were my own.

I'm from __________________ and ________________________, from ____________________ and ____________________. I'm from the __________________________ and the ___________________________, from _____________! and ________________! I'm from ______________________ with a __________________________ and __________________________________.

I'm from ________________ and ______________________, _______________ and ______________________. From the ____________________________ to the _____________________, the ________________________________________.

Under my ____________________ was a ________________________ _____________________________, a __________________ to __________________________________. I am from those ____________________________-- ________________________________ -- ______________________________ from the family ________________.

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Guided Reading Strategies: Poetry

Even if it’s not part of the Guided Reading Strategy, always analyze the title of a poem.

TP-CASTT

Title: Ponder the title before reading the poem.

Paraphrase: Translate the poem into your own words.

Connotation: Contemplate the poem for meaning beyond the literal.

Attitude: Observe both the speaker's and the poet's attitude (tone).

Shifts: Note shifts in speakers and in attitudes.

Tone: The creator's attitude toward a subject, character, or audience.

Theme: Determine what the poet is saying.

T-TWISTS

Title: Ponder the title before reading the poem.

Tone: The creator's attitude toward a subject, character, or audience.

Word choice: What word choice (diction) seems especially connotative?

Imagery and Detail: Is there any specific imagery or use of detail/figurative language that’s

meant to evoke a particular reaction from the reader?

Shifts: Are there any dramatic changes in speaker? In tone? In subject matter?

Theme: What theme does the author present in this text?

Speaker: Look for the number of speakers and the POV. Look for clues which

point to the speaker’s attitude and background. T-SIFTT

Title Examine the title for significance to text.

Speaker: Look for the number of speakers and the POV. Look for clues which

point to the speaker’s attitude and background.

Imagery: Identify images and sensory details.

Figures of Speech: Analyze figurative language and other devices.

Tone and Theme: Discuss how imagery and figures of speech reveal tone and theme.

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Name: ______________________________________________ period: ___________ Sophomore English, Ms. Doolittle due date: __________

Finding Theme Plot Subjects Theme(s)

Write a paragraph summary of the “plot” or events of a text.

What’s this text about? List words or phrases

Write a complete sentence identifying what the author is trying to say about his/her subject

“Janet Waking”

“Sure”

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Name: ______________________________________________ period: ___________ Sophomore English, Ms. Doolittle due date: __________

Comparing Two Poems: Roberts and Giovanni

“Cold Fear” by Elizabeth Madox Roberts

imag

ery

touch taste see hear smell

What I noticed about techniques and structures used in this poem:

TONE: Roberts’s ________________ description of her walk home suggests a/an experience

of ______________________________________________________________________.

“Knoxville, Tennessee” by Nikki Giovanni

imag

ery

touch taste see hear smell

What I noticed about techniques and structures used in this poem:

Giovanni’s ________________ description of Knoxville suggests she cherishes

_______________________ memories of this place.

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Name: ______________________________________________ period: ___________ Sophomore English, Ms. Doolittle due date: __________

Examples on Flashcards As we read and annotate poems in class, it is your responsibility to add examples to the backs of your flashcards. The examples need to come with annotations. (See the example below.)

Metaphor: “The wind was a torrent of darkness among the gusty trees” (Noyes, “The Highwayman”)

You will receive one point for each properly formatted annotation, and one point for each accurate example. That makes this a 50 point reading assignment.

Flashcard Examples (check off as you go)

alliteration

cliché

couplet

extended metaphor

foreshadowing

free verse

imagery

irony

metaphor

meter

narrative poem

ode

onomatopoeia

personification

quatrain

repetition

rhyme scheme

shift

simile

stanza

symbolism

theme

tone

Rubric for Grading (please do not mark)

Flashcard Examples _____ / 50 reading points

alliteration

cliché

couplet

extended metaphor

foreshadowing

free verse

imagery

irony

metaphor

meter

narrative poem

ode

onomatopoeia

personification

quatrain

repetition

rhyme scheme

shift

simile

stanza

symbolism

theme

tone

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Name: ______________________________________________ period: ___________ Sophomore English, Ms. Doolittle due date: __________

Poetry Test Prep Your poetry test will involve matching sections (for both definitions and examples) as well as multiple choice (what term best describes this example?) Use flashcards to help you study for your poetry test. There are 3 ways to run the flashcards (see below). Each time you run flashcards, note the date and partner, then have your partner sign off that you completed the activity. You will have your parent or guardian sign this sheet to verify that they trust your study efforts. You will earn points the following way:

C = 20 times (10 times with an adult) B = 24 times (12 times with an adult) A = 28 times (14 times with an adult)

This will be a 100 point assignment—50 points in participation, and 50 points in vocabulary.

Assignment Date person with whom I practiced

his/her signature

Easy Definitions Go over the flashcard definitions. Someone reads you the definition, and you tell them the appropriate term. Example: MOM: “an overused

and predictable word, phrase, or image” YOU: “cliché”

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Yes! I trust that my child completed the studying as listed on this sheet (front and back). ___________________________ ____________________________________ name signature

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Assignment Date person with whom I practiced

his/her signature

Tough Definitions Go over the flashcard definitions. Someone reads you the term, and you tell them the definition. Example: MOM: “cliché”

YOU: “an overused and predictable word, phrase, or image”

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2.

3.

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Assignment Date person with whom I practiced

his/her signature

Easy Examples Go over the flashcard examples. Someone reads you the example, and you tell them the appropriate term. Example: MOM: “Sally sells sea shells by the sea shore” YOU: “alliteration”

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Name: ______________________________________________ period: ___________ Sophomore English, Ms. Doolittle due date: __________

Annotations Project: Teamwork Grade

Target Criterion Score

Contributing Responsibly In a Group Setting (Wagner)

Consistently stayed focused on the task and what needed to be done. Very self-directed. Completed homework as necessary. Routinely used time well throughout the project to ensure things got done on time. Did not procrastinate. Asked for help when applicable.

A B C D F

Using communication skills that demonstrate respect and foster productivity (Communication GLE 2.2.1, 2.2.2, 2.2.3)

Routinely shared specific, useful feedback through the three-layered “compliment sandwich” model. Constantly listened to, shared with, and supported the efforts of others. Tried to keep people working well together. Actively assists in problem-solving; doesn’t just wait for teacher to fix issues.

A B C D F

Fulfilling responsibilities of group role (Communication GLE 3.3.1, 3.3.3)

Project Manager: Makes sure group has all of the supplies they need, when they need them. Makes sure group understands and follows all directions. Manages time. Graphic Designer: types and prints out copy of the poem. Takes charge of theme frame (doesn’t have to do it all himself/herself… but makes sure it gets done). Copy Editor: double checks spelling and grammar. Writes responses on graphic organizer.

A B C D F

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Name(s):______________________________________________ period: _____ Sophomore English, Ms. Doolittle due date: ____

Poem Presentation

Set-Up

Museum display includes:

Project information: title of poem, author name, students who worked on project

A copy of the poem (from the packet, or selected on your own)

A theme frame

A guided alphabet analysis of your poem

A B C D F

Poem Poster

Poem written or typed in an easy-to-read font and color.

Poem encased in a frame that uses colors, symbols, and/or images to convey the theme and tone of the poem.

Annotations on the poem show group members’ thinking as they analyzed the poem.

A B C D F

Guided Reading Alphabet

Thoughtful analysis using one of the guided reading alphabets in your purple poetry packet. “Thoughtful” means thorough!

Analysis written in complete sentences.

A B C D F

All writing: conventions

The students demonstrate a good grasp of standard writing conventions (e.g. spelling, punctuation, capitalization, grammar, usage, paragraphing). They may manipulate conventions for stylistic effect, but any oddities are clearly on purpose—and they work!

A B C D F

Final Score: A B C D F Comments:

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T-TWISTS for “Hazel Tells Laverne”

Title: The title tells us the poem’s speaker and supposed audience. Hazel is the speaker.

She tells what we soon learn is a pretty incredible story to her friend, Laverne. These are female names, so right away we know that we’re about to read a “girl chat.” They also don’t seem like very affluent names—probably, Hazel and Laverne don’t have much money (an assumption borne out by the content of the poem).

Tone: Machan’s playful take on Hazel’s frog prince suggests an amused, incredulous

attitude towards the subliminal messages in European fairytales.

Word choice: Machan’s word choice is extremely informal. There are no capital letters, and no punctuation. Some of the words—such as “sohelpmegod” (line 10)—are strung together. Spelling is informal, as well, such as “an I hitsm” instead of “and I hit him” (line 21). Machan also drops the last letter of words: “swimmin aroun an trying ta” (line 7). The author makes these choices in order to mimic working-class speech patterns. Alongside the title, her word choice emphasizes that this is one blue-collar friend talking to another.

Imagery and

Detail: The setting of the poem—and the words associated with the talking frog—are hardly the stuff of Disney fairytales. We hear of the “ladies room,” “sewer,” and “toilet.” The frog appears in the toilet bowl, trying to climb up the side (lines 7-8), and then Hazel “has ta flush” him down three times before he disappears (line 23). Images of sewers and toilets connote grimy filth, not romance!

Shifts: The first shift is around line 10. Prior to this, the poem is firmly anchored in reality. But on line 10, the frog that came out of the sewer starts talking. Now readers know we’re in a fairytale! Based on other fairytales we know, we expect Hazel to kiss him and live happily ever after. Instead, she screams “ya little green pervert” and flushes him back down the toilet (line 20). This is another shift.

Theme: Kathryn Machan's poem, "Hazel Tells Laverne," is a humorous parody of fairytale romance. Beneath the laughs, however, the poem suggests that working class women can’t expect fairytale romances to change their lives.

Speaker: The speaker of the poem, Hazel, is similar to Cinderella in several key ways. She’s working as a servant and up for potential princess-hood. Unlike her Disney counterpart, however, Hazel doesn’t speak like a proper lady. She doesn’t sing beautiful songs while wiping marble floors, nor does she nurture small woodland creatures. Instead, she cleans bathrooms for a living and flushes frogs down toilets (lines 22-24). She seems much more realistic than Cinderella—a real life maid who has a hard time believing that any twist of fate could make her a princess. Hazel, unlike Cinderella or the Frog Princess, doesn’t seem to want or need to be rescued. She keeps repeating “me a princess” as if to emphasize how ridiculous she finds the idea. Instead of being rescued by a prince, she rescues herself from a “little green pervert” (line 20). When Hazel announces “last night / im cleanin out my / howard johnsons ladies room,” readers can infer that she works as a swing-shift maid. The name of her workplace is important. Howard Johnson is a middle-class hotel chain often used by families on vacation—definitely not a swanky resort. So Hazel works crummy hours at a not-so-amazing hotel.