Do students give up on Poetry?
http://teachingenglishlanguagearts.com/
Slide 6
Do you give up on Poetry?
http://teachingenglishlanguagearts.com/
Slide 7
Do you wonder Meeting CCSS
http://teachingenglishlanguagearts.com/ Make inferences (1).(1)
Cite specific textual evidence to support conclusions and answers
(1).(1) Determine and analyze the theme of a text (2).(2) Analyze
the way ideas develop over the course of a text (3).(3) Interpret
words and phrases (4).(4)
Slide 8
Do you wonder Meeting CCSS
http://teachingenglishlanguagearts.com/ Analyze connotative and
figurative meanings of words (4).(4) Analyze how word choice shapes
a text (4).(4) Analyze the structure of a text (5).(5) Assess how
point of view shapes a text (6).(6) Analyze how two texts address
the same theme (9).(9)
Slide 9
How can I do this!?!?
http://teachingenglishlanguagearts.com/
Slide 10
I HAVE A IDEA http://teachingenglishlanguagearts.com/
Slide 11
Teach students to tell the T.I.M.E.
http://teachingenglishlanguagearts.com/ DEFINE IT SAMPLE IT
EXPERIENCE IT
Slide 12
Presentation Outline DEFINITION OF POETRY Learn the T.I.M.E.
Strategy Use the T.I.M.E. analysis to understand a poem to write an
essay http://teachingenglishlanguagearts.com/
Slide 13
Poetry is literature designed to convey a vivid and imaginative
sense of experience, especially by the use of condensed language
chosen for its sound and suggestive power, as well as for its
meaning and by the use of such literary techniques as structured
meter, natural cadences, rhyme or metaphor.
http://teachingenglishlanguagearts.com/
Slide 14
Poetry is experience literature designed to convey a vivid and
imaginative sense of experience,
http://teachingenglishlanguagearts.com/
Slide 15
Poetry is experience literature designed to convey a vivid and
imaginative sense of experience, especially by the use of condensed
language chosen for its sound
http://teachingenglishlanguagearts.com/
Slide 16
Poetry is experience literature designed to convey a vivid and
imaginative sense of experience, especially by the use of condensed
language chosen for its sound and suggestive power,
http://teachingenglishlanguagearts.com/
Slide 17
Poetry is experience literature designed to convey a vivid and
imaginative sense of experience, especially by the use of condensed
language chosen for its sound and suggestive power, as well as for
its meaning http://teachingenglishlanguagearts.com/
Slide 18
and by the use of such literary techniques techniques as
structured meter, natural cadences, rhyme or metaphor. Poetry is
experience literature designed to convey a vivid and imaginative
sense of experience, especially by the use of condensed language
chosen for its sound and suggestive power, as well as for its
meaning http://teachingenglishlanguagearts.com/
Slide 19
Learn to tell the T.I.M.E. Youll have a key that can be used on
any poetry assignment. http://teachingenglishlanguagearts.com/
Slide 20
Read poem, Unfolding Bud," THREE times. 1. READ silently. On
your own paper, write words or phrases that puzzle or appeal to
you. 2. Next, read out loud stopping at the end of each line. 3.
Then, read out loud, stopping, this time, at marks of punctuation.
http://teachingenglishlanguagearts.com/
Slide 21
The Unfolding Bud by Naoshi Koriyama One is amazed By a
water-lily bud Unfolding With each passing day, Taking on a richer
color And new dimensions
http://teachingenglishlanguagearts.com/
Slide 22
One is not amazed, At first glance, By a poem, Which is a
tight-closed As a tiny bud,
http://teachingenglishlanguagearts.com/
Slide 23
Yet one is surprised To see the poem Gradually unfolding,
Revealing its rich inner self As one read it Again And over again.
http://teachingenglishlanguagearts.com/
Slide 24
Poems meant to be understood
http://teachingenglishlanguagearts.com/
Slide 25
Linda Hargrove, Artist
Slide 26
Unfolding Bud One is amazed By a water-lily Bud Unfolding With
each passing day, Taking on a richer color And new dimensions One
is not amazed At first glance, By a poem Which is as tight-closed
As a tiny bud. Yet one is surprised To see a poem Gradually
unfolding, Revealing its rich inner self As one reads it Again And
over again. Naoshi Koriyama
http://teachingenglishlanguagearts.com/
Slide 27
The Speaker and Audience In a couple sentences, write what you
think the poem. Unfolding Bud is saying. If this poem were a part
of a play, who could be the person speaking it? To whom could the
person be speaking? http://teachingenglishlanguagearts.com/
Slide 28
The speaker? WHAT CLUES FROM THE POEM?
http://teachingenglishlanguagearts.com/
Slide 29
The Audience? A special person? A special kind of person? A
group of people? http://teachingenglishlanguagearts.com/
Slide 30
Heres another way to SEE poetry. Tell the T.I.M.E. Time? Whats
that? http://teachingenglishlanguagearts.com/
Slide 31
T.I.M.E. MNEMONIC T = The Title, Thought, Theme I = Imagery M =
Music E = Emotion http://teachingenglishlanguagearts.com/
Slide 32
The T of T.I.M.E. The Title The Title The Thought The Thought
The Theme The Theme http://teachingenglishlanguagearts.com/ Linda
Hargrove, Artist TITLE, THOUGHT, THEME
Slide 33
The Unfolding Bud by Naoshi Koriyama One is amazed By a
water-lily bud Unfolding With each passing day, Taking on a richer
color And new dimensions
http://teachingenglishlanguagearts.com/
Slide 34
One is not amazed, At first glance, By a poem, Which is a
tight-closed As a tiny bud,
http://teachingenglishlanguagearts.com/
Slide 35
Yet one is surprised To see the poem Gradually unfolding,
Revealing its rich inner self As one read it Again And over again.
http://teachingenglishlanguagearts.com/
Slide 36
I = IMAGERY Poets use WORDS TO PAINT PICTURES in the minds of
the readers and listeners.
http://teachingenglishlanguagearts.com/
Slide 37
Words Create Mental Picture
http://teachingenglishlanguagearts.com/ Linda Hargrove, Artist
Slide 38
KINDS OF IMAGERY CONCRETE Sight Sound Taste Touch Smell
http://teachingenglishlanguagearts.com/
Slide 39
KINDS OF IMAGERY FIGURATIVE - Comparisons Metaphor Simile
Hyperbole Personification Symbol SYNESTHESIA is one of my favorites
to add. What does that term mean? Use Internet search to check all
definitions. http://teachingenglishlanguagearts.com/
Slide 40
The organist turned and hunched his shoulders. A high cascade
of sound bubbled from the organ, spreading, thick and clinging,
over the chapel, slowly surging. I could feel the odor of frying
bacon reach deep into my stomach as I watched the counterman open
the doors of the grill and turn the lean strips over and bang the
doors shut again. SOUND DESCRIBED AS TOUCH ODOR DESCRIBED AS TOUCH
http://teachingenglishlanguagearts.com/
Slide 41
M = MUSIC Rhythm Rhyme Sound Alliteration Assonance
Onomatopoeia http://teachingenglishlanguagearts.com/
Slide 42
Music is the SOUND of poetry
http://teachingenglishlanguagearts.com/
Slide 43
Linda Hargrove, Artist
Slide 44
Learn the I.T.A.D.s I = iambic u/ (unstressed stressed) T =
trochaic /u (stressed unstressed) A = anapestic uu/ (2 unstressed -
stressed) D = dactylic /uu (stressed 2 unstressed) FOOT OF POETRY
set w/one stressed syllable
http://teachingenglishlanguagearts.com/
Slide 45
Expressed by the poet Experienced by reader E = EMOTION TONE
MOOD http://teachingenglishlanguagearts.com/
Slide 46
What does the POET feel about TOPIC of poem? How does poem make
YOU feel? http://teachingenglishlanguagearts.com/
Slide 47
Linda Hargrove, Artist
Slide 48
T.I.M.E. MNEMONIC T = Title, Thought, Theme I = Imagery M =
Music E = Emotion http://teachingenglishlanguagearts.com/
Slide 49
Pay attention to the IMAGERY and MUSIC and you will have a clue
to the following about a poem: MESSAGE from Poet MEANING(S) to You
Your turn to try it. http://teachingenglishlanguagearts.com/
Slide 50
Tell the T.I.M.E. for this POEM. Im Nobody By Emily Dickenson
Image http://teachingenglishlanguagearts.com/
Slide 51
Im Nobody by Emily Dickinson Im nobody. Who are you? Are you
nobody too? Then theres the pair of us. Dont tell. Theyll banish us
you know. How dreary to be somebody! How public, like a frog. To
tell ones name the livelong June To an admiring bog.
http://teachingenglishlanguagearts.com/
Slide 52
Im Nobody by Emily Dickinson Im nobody. Who are you? Are you
nobody too? Then theres the pair of us. Dont tell. Theyll banish us
you know. How dreary to be somebody! How public, like a frog To
tell ones name the livelong June To an admiring bog. The Speaker
http://teachingenglishlanguagearts.com/
Slide 53
Im Nobody by Emily Dickinson Im nobody. Who are you? Are you
nobody too? Then theres the pair of us. Dont tell. Theyll banish us
you know. How dreary to be somebody! How public, like a frog To
tell ones name the livelong June To an admiring bog. The SpeakerThe
Audience http://teachingenglishlanguagearts.com/
Slide 54
Im Nobody by Emily Dickinson Im nobody. Who are you? Are you
nobody too? Then theres the pair of us. Dont tell. Theyll banish us
you know. How dreary to be somebody! How public, like a frog To
tell ones name the livelong June To an admiring bog. IMAGERY
http://teachingenglishlanguagearts.com/
Slide 55
Im Nobody by Emily Dickinson Im nobody. Who are you? Are you
nobody too? Then theres the pair of us. Dont tell. Theyll banish us
you know. How dreary to be somebody! How public, like a frog To
tell ones name the livelong June To an admiring bog. IMAGERY
http://teachingenglishlanguagearts.com/
Slide 56
Im Nobody by Emily Dickinson Im nobody. Who are you? Are you
nobody too? Then theres the pair of us. Dont tell. Theyll banish us
you know. How dreary to be somebody! How public, like a frog To
tell ones name the livelong June To an admiring bog. MUSIC RHYME
http://teachingenglishlanguagearts.com/
Slide 57
Im Nobody by Emily Dickinson Im nobody. Who are you? Are you
nobody too? Then theres the pair of us. Dont tell. Theyll banish us
you know. How dreary to be somebody! How public, like a frog To
tell ones name the livelong June To an admiring bog. MUSIC RHYME A
A B B http://teachingenglishlanguagearts.com/
Slide 58
Im Nobody by Emily Dickinson Im nobody. Who are you? Are you
nobody too? Then theres the pair of us. Dont tell. Theyll banish us
you know. How dreary to be somebody! How public, like a frog To
tell ones name the livelong June To an admiring bog. MUSIC RHYTHM
RHYME http://teachingenglishlanguagearts.com/
Slide 59
Im Nobody by Emily Dickinson Im nobody. Who are you? Are you
nobody too? Then theres the pair of us. Dont tell. Theyll banish us
you know. How dreary to be somebody! How public, like a frog To
tell ones name the livelong June To an admiring bog. MUSIC RHYME
RHYTHM A A B B http://teachingenglishlanguagearts.com/
Slide 60
Im Nobody by Emily Dickinson Im nobody. Who are you? Are you
nobody too? Then theres the pair of us. Dont tell. Theyll banish us
you know. How dreary to be somebody! How public, like a frog To
tell ones name the livelong June To an admiring bog. MUSIC RHYME
RHYTHM A A B B http://teachingenglishlanguagearts.com/
Slide 61
Im Nobody by Emily Dickinson MUSIC RHYME RHYTHM SOUND A A B B
Im nobody. Who are you? Are you nobody too? Then theres the pair of
us. Dont tell. Theyll banish us you know. How dreary to be
somebody! How public, like a frog To tell ones name the livelong
June To an admiring bog.
http://teachingenglishlanguagearts.com/
Slide 62
Im nobody. Who are you? Are you nobody too? Then theres the
pair of us. Dont tell. Theyll banish us you know. How dreary to be
somebody! How public, like a frog To tell ones name the livelong
June To an admiring bog. Im Nobody by Emily Dickinson MUSIC RHYME
RHYTHM SOUND A A B B http://teachingenglishlanguagearts.com/
Slide 63
Im Nobody by Emily Dickinson Im nobody. Who are you? Are you
nobody too? Then theres the pair of us. Dont tell. Theyll banish us
you know. How dreary to be somebody! How public, like a frog To
tell ones name the livelong June To an admiring bog. EMOTION
EXPRESSED http://teachingenglishlanguagearts.com/
Slide 64
Im Nobody by Emily Dickinson Im nobody. Who are you? Are you
nobody too? Then theres the pair of us. Dont tell. Theyll banish us
you know. How dreary to be somebody! How public, like a frog To
tell ones name the livelong June To an admiring bog. EMOTION
EXPERIENCED http://teachingenglishlanguagearts.com/
Slide 65
Now, write about either poem, Unfolding Bud or Im Nobody. Write
a short paper which you describe in about a page your experience
reading one of these poems.
http://teachingenglishlanguagearts.com/
Slide 66
Critical or Analytical Essay Next, Use the information from
your T.I.M.E. analysis in a critical or analytical essay. In the
meantime, find and copy three poems you like. Poems should be at
least 12 lines long. Message of poem Use T info Explain observation
Use I and M info Personal Response Use E motion info
http://teachingenglishlanguagearts.com/
Slide 67
Memorize the T.I.M.E. steps. This mnemonic can help you recall
the basic components of poetry analysis.
http://teachingenglishlanguagearts.com/
Slide 68
Enjoy reading and writing poems! Choose your favorite original
poemone youve written yourself and publish on a website designed
for national viewing. Post on your class website. Memorize a
favorite poem and recite to your family. Using computer graphics
and photos, illustrate your favorite poem and give it as a gift.
http://teachingenglishlanguagearts.com/
Slide 69
My Books http://teachingenglishlanguagearts.com/
Slide 70
Questions? Anna J. Small Roseboro National Board Certified
Teacher http://teachingenglishlanguagearts.com /
Slide 71
Questions? [email protected] Teaching English Language Arts
Website http://teachingenglishlanguagearts.com/