POETRY AND SONG PAIRING WRITING REVIEW Outcome B

POETRY AND SONG PAIRING – WRITING REVIEW Outcome B Benchmark 2 Pratice

POETRY & SONG PAIRINGS • To get ready for Benchmark 2, it’s similar to what we’re already studied, but how you will be asked to identify theme as well • Same structure as before: MC & writing • B 2 writing prompt: After reading “Text 1” and “Text 2”, what is the overall theme/meaning/message of both pieces? Respond using at least one piece of evidence from each piece (2 examples total).

TONE/THEME SYNTHESIS CLAIM EXAMPLE: In the poem, “Sympathy”, and the song “Caged Bird”, Paul Laurence Dunbar and Alicia Keys use exclamatory syntax and painful details to create a condemnatory tone toward entrapment, revealing that holding an individual back or caged has a negative impact on their well-being, and therefore should not be done. You must include: Both titles Both text types Author’s name 1 or 2 tone devices (DIDLS) – based on evidence (1 quote from each text) 1 tone (same attitude toward same subject - comparison) 1 theme (message about subject)

EXAMPLE: • Lead-in w/ TCS to first evidence: However, after describing the entrapment of the bird and the pain and scars it endures, the speaker declares “And a pain still throbs in the old, old scars/And they pulse again with a keener sting –/ I know why he beats his wing!” (Dunbar). • Explanation/Analysis/Connection: The use of exclamatory syntax shows the speaker railing (yelling) against the injustice of being confined. The speaker ends each statement with an exclamation point which further emphasizes that the speaker does not just understand how the caged bird feels, but he does so out of deep empathy. The resulting longing conveys a condemnatory tone towards the entrapment, as the speaker would rather clearly be free, just like the bird. The speaker is angry due to this confinement and being kept from freedom, and his condemning attitude thereby condemns being caged, as it causes physical and emotional pain to the victim.

EXAMPLE: • Claim: In the poem, “Sympathy”, and the song “Caged Bird”, Paul Laurence Dunbar and Alicia Keys use exclamatory syntax and painful details to create a condemnatory tone toward entrapment, revealing that holding an individual back or caged has a negative impact on their well-being, and therefore should not be done. • Background: The poem describes the speaker’s understanding of a cage bird’s feelings. He initially describes how the outside world and nature feels, describing it in positive terms. • Lead-in w/ TCS to first evidence: However, after describing the entrapment of the bird and the pain and scars it endures, the speaker declares “And a pain still throbs in the old, old scars/And they pulse again with a keener sting –/ I know why he beats his wing!” (Dunbar). • Explanation/Analysis/Connection: The use of exclamatory syntax shows the speaker railing (yelling) against the injustice of being confined. The speaker ends each statement with an exclamation point which further emphasizes that the speaker does not just understand how the caged bird feels, but he does so out of deep empathy. The resulting longing conveys a condemnatory tone towards the entrapment, as the speaker would rather clearly be free, just like the bird. The speaker is angry due to this confinement and being kept from freedom, and his condemning attitude thereby condemns being caged, as it causes physical and emotional pain to the victim.

EXAMPLE: • Claim: In the poem, “Sympathy”, and the song “Caged Bird”, Paul Laurence Dunbar and Alicia Keys use exclamatory syntax and painful details to create a condemnatory tone toward entrapment, revealing that holding an individual back or caged has a negative impact on their well-being, and therefore should not be done. • Background: The poem describes the speaker’s understanding of a cage bird’s feelings. He initially describes how the outside world and nature feels, describing it in positive terms. • Lead-in w/ TCS to first evidence: However, after describing the entrapment of the bird and the pain and scars it endures, the speaker declares “And a pain still throbs in the old, old scars/And they pulse again with a keener sting –/ I know why he beats his wing!” (Dunbar). • Explanation/Analysis/Connection: The use of exclamatory syntax shows the speaker railing (yelling) against the injustice of being confined. The speaker ends each statement with an exclamation point which further emphasizes that the speaker does not just understand how the caged bird feels, but he does so out of deep empathy. The resulting longing conveys a condemnatory tone towards the entrapment, as the speaker would rather clearly be free, just like the bird. The speaker is angry due to this confinement and being kept from freedom, and his condemning attitude thereby condemns being caged, as it causes physical and emotional pain to the victim.

PEER EDIT PARAGRAPHS • Switch papers with the person behind you: 1. ) Does the claim/thesis include: the titles of the works, the author’s name, a DIDLS device, a specific (& correct!) tone and an arguable theme? Comment! How could your peer make this stronger? Is anything missing? 2. ) Next, read the background summary. Is it relevant? Any important details missing? 3. ) Does their first quotation include a proper lead-in with transition, ACTUAL context (not “the author says” or “later in the story”), and speaker? Is there a correct citation? - Is the quote an example of the DIDLS device, tone, and theme mentioned in his or her claim? 4. ) Analysis: - Does your peer explain the effect of the device at that moment in the text? Does your peer explain common associations with the example? Does your peer explain how the device conveys the tone? - Does your peer explain how the tone reveals theme? 5. ) Repeat #2, #3, & #4 for quote #2 6. ) Is there a concluding sentence? Does summarize the main points while avoiding repetition? 7. ) Overall, does your peer use 3 rd person, present tense? Does he or she use vivid word choice and proper grammar? Did he or she avoid contractions? Circle any issues.

PART 2 : REVISING USING FEEDBACK • Pass back the paper to its original owner. Share your suggestions for how to make his or her writing stronger. • Take some SILENT time to independently write a second draft making suggested improvements.

TOMORROW • Practice B 2, with 15 more minutes on Friday • Then, we will go over the answers