Poetry Packet #1

Name:PART 1: Vocab - Define the terms

you do not know well.

alliteration Repetition of same sound beginning several

words, usually consonant sounds

allusion a short reference to a famous person or event

ambiguity having multiple meanings; uncertainty in

regards to interpretationanalogy comparison of an unfamiliar idea to a familiar

one in an attempt to explain the unfamiliar

anaphorarepetition of same words at the beginning of successive phrases

assonancerepetition of similar vowel sounds

consonance the repetition of final consonant sounds

couplet two consecutive rhyming lines of poetry

double entendre

A figure of speech in which a word or phrase can be understood in

two ways, especially when one meaning is

risqué

euphemismThe substitution of an inoffensive term

for one considered offensively explicit

Extended metaphor

metaphor that is developed over a

number of linesfree verse poetry that does not have a regular meter

or rhyme schemehyperbole Exaggeration used to express strong emotions

or create a comic effect

Implied metaphor

A metaphor that doesn’t state the comparison explicitly

juxtaposition two or more things are placed side by side for the

purpose of developing comparisons and

contrastsonomatopoeia use of a word whose sound

Find the following devices:- simile- implied metaphor- analogy (2)- personification- extended metaphor

- And you may need to be very patient.- Poetry should be examined.- Don’t force the meaning out. - You can learn from listening to it.- You may not understand a poem at first.- Relax. Enjoy it. Try to get to know the author.- It’s easy to get frustrated with poetry.

PART 2 - Paraphrasing: Annotate the poem. Identify literary devices. Paraphrase for comprehension.

What is the theme of the poem? Students should ____________________because ___________________________.

Line(s) ParaphraseI 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 poemand watch him probe his way out,

or walk inside the poem’s roomand 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.

Writing Purpose: Explain what the lines of the poem mean in your own words.

PART 3: Theme Notes (again)

What is a theme?

- A theme is the central idea or insight about human experiences revealed in a work of literature.

- It is an abstract idea which is expressed through a work of art.

Examples of abstract ideas:

Ambition Courage Freedom Love RevengeBeauty Dedication Jealousy Perseverance Suffering

Betrayal Fear Loneliness Prejudice War

Theme Practice

Read each item below. Determine whether the item is an example or non-example and write an X on your answer choice. If the item in a non-example, revise to make it a theme.

Example Non-Example RevisionIt's a about beauty.

Poetry was difficult for the students to understand.

Being jealous of a friend.

Friendships happen when you least expect it.

We should forgive others.

Love of money.

Breaking up was hard for them to do.

Kindness to the weak.

PART 4 - Literary Analysis Annotations: Annotate each stanza. Identify devices and theme.

The Road Not TakenBy Robert Frost

Two roads diverged in a yellow wood,And sorry I could not travel bothAnd be one traveler, long I stood

And looked down one as far as I couldTo where it bent in the undergrowth;

Then took the other, as just as fair,And having perhaps the better claim

Because it was grassy and wanted wear,Though as for that the passing there

Had worn them really about the same,

And both that morning equally layIn leaves no step had trodden black.Oh, I kept the first for another day!

Yet knowing how way leads on to wayI doubted if I should ever come back.

I shall be telling this with a sighSomewhere ages and ages hence:

Two roads diverged in a wood, and I,I took the one less traveled by,

And that has made all the difference.

1) Theme of the poem:

2) How is the theme revealed?

Line(s) Literary Device

Quote Purpose of the Device?

- Create a cartoon to illustrate the 7 lines of the poem.

- Under the illustration, paraphrase what the line means.

“Two roads diverged in a yellow wood, and sorry I could not travel both.”

He feels bad that he has to choose.

“Long I stood and looked down one…”

He looks down one road as far as he could.

“Then took the other… because it was grassy and wanted wear.”

He took the other trail because it looked _______.

“The passing there had worn them the same. Both that morning lay equally in leaves.”

->

Next morning, both trails will __________.

“Knowing how way leads on to way I doubted if I should ever come back.”

He’s not returning because ____________.

#6 & 7: I shall be telling this with a sigh: “I took the one less traveled by, and that has made all the

difference.”

He feels _______ because ______________

Possible Themes From “Road Not Taken” • Indecision is a waste of time.• Don’t regret your decisions.• Our choices don’t matter.• Life doesn’t make sense going forward. It only makes

sense when looking back.• The path you choose doesn’t matter. All that matters

is that you’re going forward.• “Big decisions” really aren’t that big.• Life is full of uncertainty• Etc.

PART 5 - Video Notes - Take notes during video. Compare theme of video with theme of poem.

Master of None Notes

1. Describe what happens in the first scene.

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2. When the main character, Dev, talks with his dad at the party, what is Dev unsure of?

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3. What do Dev and his girlfriend, Rachel, argue about?

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4. What does Dev realize after reading the book excerpt?

5. What happened in the first scene is an example of foreshadowing. What does the first scene foreshadow?

6. What is one theme shared by Master of None and "The Road Not Taken"?

----------------------------------------------------------------------------------------------------------------------------------------------------------------PART 6 - Facts About Author - State 8 facts about the author of our next poem, Sylvia Plath.

Author’s Childhood

- Her father passed away when she was 8.- Her first poem was published also when she was 8.

Author’s Inspiration

--

Author’s Success

- Known for her “confessional style” poetry.- Taught English Lit. at Smith College.

Author’s Death

- Passed away at the age of 30.- First poet to win Pulitzer Prize after death.

PART 7 - Literary Analysis Annotations: Annotate each stanza. Identify devices and theme.

The Fig Tree(an excerpt from The Bell Jar) by Sylvia Plath

I saw my life branching out before melike the green fig tree in the story.

From the tip of every branch, like a fat purple fig,a wonderful future beckoned and winked.

One fig was a husband and a happy home and children,and another fig was a famous poet

and another fig was a brilliant professor,and another fig was Ee Gee, the amazing editor,

and another fig was Europe and Africa and South America,and another fig was Constantine and Socrates and Attila

and a pack of other lovers with queer names and offbeat professions,and another fig was an Olympic lady crew champion,

and beyond and above these figs were many more figs I couldn't quite make out.

I saw myself sitting in the crotch of this fig tree, starving to death,just because I couldn't make up my mind which of the figs I would choose.

I wanted each and every one of them, but choosing one meant losing all the rest,and, as I sat there, unable to decide,

the figs began to wrinkle and go black, and, one by one,

they plopped to the ground at my feet.

1) Theme of the poem:

2) How is the theme revealed?

Line(s) Literary Device

Quote Purpose of the Device?

PART 8 - Compare & Contrast: Analyze the rhetoric of the 2 texts in Parts 4 and 7.

1. What is the texts' theme?

2. Choose 2 literary devices that exemplify the theme and explain how they illustrate the theme.

Poem/#1 Poem #2

Literary Device:

Example:

How does it illustrate the theme?

Literary Device:

Example:

How does it illustrate the theme?

3. What is the tone of the poem?

Poem #1 Poem #2

Tone:

Example:

Tone:

Example:

4. Identify the audience of the texts.

5. Identify the authors' purpose.

PART 6 - Rhetorical Summary: Write a paragraph to compare and contrast the 2 poems.

Include genre + title + author + main claim/theme of both poems Analyze the Literary Devices used in Poem #1 Analyze Literary Devices used in Poem #2 Elaborate on the purpose of each literary device Give the intended audience and purpose of the poems.

In the poems, “The Road Not Taken,” by Robert Frost, and "___The Fig Tree_______," by

____Sylvia Plath________, the speakers suggest that ________________________________________

_______________________________________________________________________________________________________.

This is demonstrated through the use of literary devices. Frost, often inspired by ___________

___________________________________,

uses symbolism when he writes, “Two roads diverged in a yellow wood, and sorry I could

not travel both.” The roads are symbols for _____________________________________________.

Onomatopoeia is also used when the speaker sighs before stating which road he takes.

This literary device demonstrates that _____________________________________________________

_______________________________________________________________________________________________________.

The __________________________ tone of the speaker is evident with lines such as “_______________

______________________________________________________________” and “__________________________________

_______________________________________________________________________________________________________”

(In the space below and in the back, continue the paragraph. Give information about the author (Sylvia Plath), describe 2 of the literary devices used in her text, then state and provide evidence of the speaker’s tone. Lastly, fill in the blanks to analyze the audience and purpose shared by both texts.)

The purpose of both texts is to ___________________________ people who are _____________________

______________________________________________________ into _____________________________________________

____________________________________________________________________________________________________________.

___________________.