POETRY T I M E Introduction to Poetry

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POETRY T. I. M. E. Introduction to Poetry Analysis Anna J. Small Roseboro Image

POETRY T. I. M. E. Introduction to Poetry Analysis Anna J. Small Roseboro Image http: //teachingenglishlanguagearts. com/

Oh no! Not POETRY! http: //teachingenglishlanguagearts. com/

Oh no! Not POETRY! http: //teachingenglishlanguagearts. com/

FRUSTRATION ! http: //teachingenglishlanguagearts. com/

FRUSTRATION ! http: //teachingenglishlanguagearts. com/

FRUSTRATION! http: //teachingenglishlanguagearts. com/

FRUSTRATION! http: //teachingenglishlanguagearts. com/

Do students give up on Poetry? http: //teachingenglishlanguagearts. com/

Do students give up on Poetry? http: //teachingenglishlanguagearts. com/

Do you give up on Poetry? http: //teachingenglishlanguagearts. com/

Do you give up on Poetry? http: //teachingenglishlanguagearts. com/

Do you wonder – Meeting CCSS ü Make inferences (1). ü Cite specific textual

Do you wonder – Meeting CCSS ü Make inferences (1). ü Cite specific textual evidence to support conclusions and answers (1). ü Determine and analyze theme of a text (2). ü Analyze the way ideas develop over the course of a text (3). ü Interpret words and phrases (4). http: //teachingenglishlanguagearts. com/

Do you wonder – Meeting CCSS ü Analyze connotative and figurative meanings of words

Do you wonder – Meeting CCSS ü Analyze connotative and figurative meanings of words (4). ü Analyze how word choice shapes a text (4). ü Analyze the structure of a text (5). ü Assess how point of view shapes a text (6). ü Analyze how two texts address the same theme (9). http: //teachingenglishlanguagearts. com/

How can I do this!? !? http: //teachingenglishlanguagearts. com/

How can I do this!? !? http: //teachingenglishlanguagearts. com/

I HAVE A IDEA http: //teachingenglishlanguagearts. com/

I HAVE A IDEA http: //teachingenglishlanguagearts. com/

Teach students to tell the T. I. M. E. DEFINE IT SAMPLE IT EXPERIENCE

Teach students to tell the T. I. M. E. DEFINE IT SAMPLE IT EXPERIENCE IT http: //teachingenglishlanguagearts. com/

Presentation Outline DEFINITION OF POETRY Learn the T. I. M. E. Strategy Use the

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/

Poetry is literature designed to convey a vivid and imaginative sense of experience, especially

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/

Poetry is literature designed to convey a vivid and imaginative sense of experience, experience

Poetry is literature designed to convey a vivid and imaginative sense of experience, experience http: //teachingenglishlanguagearts. com/

Poetry is literature designed to convey a vivid and imaginative sense of experience, experience

Poetry is literature designed to convey a vivid and imaginative sense of experience, experience especially by the use of condensed language chosen for its sound http: //teachingenglishlanguagearts. com/

Poetry is literature designed to convey a vivid and imaginative sense of experience, experience

Poetry is literature designed to convey a vivid and imaginative sense of experience, experience especially by the use of condensed language chosen for its sound and suggestive power, http: //teachingenglishlanguagearts. com/

Poetry is literature designed to convey a vivid and imaginative sense of experience, experience

Poetry is literature designed to convey a vivid and imaginative sense of experience, experience especially by the use of condensed language chosen for its sound and suggestive power, as well as for its meaning http: //teachingenglishlanguagearts. com/

Poetry is literature designed to convey a vivid and imaginative sense of experience, experience

Poetry is literature designed to convey a vivid and imaginative sense of experience, 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 techniques cadences, rhyme or metaphor. http: //teachingenglishlanguagearts. com/

Learn to tell the T. I. M. E. You’ll have a key that can

Learn to tell the T. I. M. E. You’ll have a key that can be used on any poetry assignment. http: //teachingenglishlanguagearts. com/

Read poem, “Unfolding Bud, " THREE times. READ silently. On your own paper, write

Read poem, “Unfolding Bud, " THREE times. 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. 1. http: //teachingenglishlanguagearts. com/

“The Unfolding Bud” by Naoshi Koriyama One is amazed By a water-lily bud Unfolding

“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/

One is not amazed, At first glance, By a poem, Which is a tight-closed

One is not amazed, At first glance, By a poem, Which is a tight-closed As a tiny bud, http: //teachingenglishlanguagearts. com/

Yet one is surprised To see the poem Gradually unfolding, Revealing its rich inner

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/

Poems meant to be understood http: //teachingenglishlanguagearts. com/

Poems meant to be understood http: //teachingenglishlanguagearts. com/

Linda Hargrove, Artist http: //teachingenglishlanguagearts. com/

Linda Hargrove, Artist http: //teachingenglishlanguagearts. com/

“Unfolding Bud” One is amazed By a water-lily Bud Unfolding With each passing day,

“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. http: //teachingenglishlanguagearts. com/ Naoshi Koriyama

The Speaker and Audience �In a couple sentences, write what you think the poem.

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/

The speaker? WHAT CLUES FROM THE POEM? http: //teachingenglishlanguagearts. com/

The speaker? WHAT CLUES FROM THE POEM? http: //teachingenglishlanguagearts. com/

The Audience? A special person? A special kind of person? A group of people?

The Audience? A special person? A special kind of person? A group of people? http: //teachingenglishlanguagearts. com/

Here’s another way to SEE poetry. Tell the T. I. M. E. Time? What’s

Here’s another way to SEE poetry. Tell the T. I. M. E. Time? What’s that? http: //teachingenglishlanguagearts. com/

T. I. M. E. MNEMONIC T = The Title, Thought, Theme I = Imagery

T. I. M. E. MNEMONIC T = The Title, Thought, Theme I = Imagery M = Music E = Emotion http: //teachingenglishlanguagearts. com/

The T of T. I. M. E. � The Title � The Thought �

The T of T. I. M. E. � The Title � The Thought � Theme Linda Hargrove, Artist http: //teachingenglishlanguagearts. com/ TITLE, THOUGHT, THEME

“The Unfolding Bud” by Naoshi Koriyama One is amazed By a water-lily bud Unfolding

“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/

One is not amazed, At first glance, By a poem, Which is a tight-closed

One is not amazed, At first glance, By a poem, Which is a tight-closed As a tiny bud, http: //teachingenglishlanguagearts. com/

Yet one is surprised To see the poem Gradually unfolding, Revealing its rich inner

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/

I = IMAGERY Poets use WORDS TO PAINT PICTURES in the minds of the

I = IMAGERY Poets use WORDS TO PAINT PICTURES in the minds of the readers and listeners. http: //teachingenglishlanguagearts. com/

Words Create Mental Picture Linda Hargrove, Artist http: //teachingenglishlanguagearts. com/

Words Create Mental Picture Linda Hargrove, Artist http: //teachingenglishlanguagearts. com/

KINDS OF IMAGERY CONCRETE Sight Sound Taste Touch Smell http: //teachingenglishlanguagearts. com/

KINDS OF IMAGERY CONCRETE Sight Sound Taste Touch Smell http: //teachingenglishlanguagearts. com/

KINDS OF IMAGERY FIGURATIVE Comparisons Metaphor Simile Hyperbole Personification Symbol B A= B A

KINDS OF IMAGERY FIGURATIVE Comparisons Metaphor Simile Hyperbole Personification Symbol B A= B A Exaggeration e k i l is A is like a PERSON Thing = Idea, Event, Etc. SYNESTHESIA is one of my favorites to add. What does that term mean? Use Internet search to check all definitions. http: //teachingenglishlanguagearts. com/

Examples of Synesthesia “The organist turned and hunched his shoulders. A high cascade of

Examples of Synesthesia “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. ” SOUND DESCRIBED AS TOUCH “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. ” ODOR DESCRIBED AS TOUCH http: //teachingenglishlanguagearts. com/

M = MUSIC Rhythm Rhyme Sound – Alliteration – Assonance – Onomatopoeia http: //teachingenglishlanguagearts.

M = MUSIC Rhythm Rhyme Sound – Alliteration – Assonance – Onomatopoeia http: //teachingenglishlanguagearts. com/

Music is the SOUND of poetry http: //teachingenglishlanguagearts. com/

Music is the SOUND of poetry http: //teachingenglishlanguagearts. com/

Linda Hargrove, Artist http: //teachingenglishlanguagearts. com/

Linda Hargrove, Artist http: //teachingenglishlanguagearts. com/

Learn the I. T. A. D. s I = iambic u/ (unstressed – stressed)

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/

E = EMOTION Expressed by the poet Experienced by reader TONE http: //teachingenglishlanguagearts. com/

E = EMOTION Expressed by the poet Experienced by reader TONE http: //teachingenglishlanguagearts. com/ MOOD

What does the POET feel about TOPIC of poem? How does poem make YOU

What does the POET feel about TOPIC of poem? How does poem make YOU feel? http: //teachingenglishlanguagearts. com/

Linda Hargrove, Artist http: //teachingenglishlanguagearts. com/

Linda Hargrove, Artist http: //teachingenglishlanguagearts. com/

T. I. M. E. MNEMONIC T = Title, Thought, Theme I = Imagery M

T. I. M. E. MNEMONIC T = Title, Thought, Theme I = Imagery M = Music E = Emotion Key to Understanding Poetry http: //teachingenglishlanguagearts. com/

Your turn to try it. Pay attention to the IMAGERY and MUSIC and you

Your turn to try it. 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 http: //teachingenglishlanguagearts. com/

Tell the T. I. M. E. for this POEM. “I’m Nobody” By Emily Dickenson

Tell the T. I. M. E. for this POEM. “I’m Nobody” By Emily Dickenson Image http: //teachingenglishlanguagearts. com/

I’m Nobody by Emily Dickinson I’m nobody. Who are you? Are you nobody too?

I’m Nobody by Emily Dickinson I’m nobody. Who are you? Are you nobody too? Then there’s the pair of us. Don’t tell. They’ll banish us you know. How dreary to be somebody! How public, like a frog. To tell one’s name the livelong June To an admiring bog. http: //teachingenglishlanguagearts. com/

I’m Nobody by Emily Dickinson The Speaker I’m nobody. Who are you? Are you

I’m Nobody by Emily Dickinson The Speaker I’m nobody. Who are you? Are you nobody too? Then there’s the pair of us. Don’t tell. They’ll banish us you know. How dreary to be somebody! How public, like a frog To tell one’s name the livelong June To an admiring bog. http: //teachingenglishlanguagearts. com/

I’m Nobody by Emily Dickinson The Speaker I’m nobody. Who are you? Are you

I’m Nobody by Emily Dickinson The Speaker I’m nobody. Who are you? Are you nobody too? Then there’s the pair of us. Don’t tell. They’ll banish us you know. How dreary to be somebody! How public, like a frog To tell one’s name the livelong June To an admiring bog. http: //teachingenglishlanguagearts. com/ The Audience

I’m Nobody by Emily Dickinson Circle imagery I’m nobody. Who are you? Are you

I’m Nobody by Emily Dickinson Circle imagery I’m nobody. Who are you? Are you nobody too? Then there’s the pair of us. Don’t tell. They’ll banish us you know. How dreary to be somebody! How public, like a frog To tell one’s name the livelong June To an admiring bog. http: //teachingenglishlanguagearts. com/ IMAGERY

I’m Nobody by Emily Dickinson I’m nobody. Who are you? Are you nobody too?

I’m Nobody by Emily Dickinson I’m nobody. Who are you? Are you nobody too? Then there’s the pair of us. Don’t tell. They’ll banish us you know. How dreary to be somebody! How public, like a frog To tell one’s name the livelong June To an admiring bog. http: //teachingenglishlanguagearts. com/ IMAGERY

I’m Nobody Write A at end of lines that rhyme, B for words that

I’m Nobody Write A at end of lines that rhyme, B for words that rhyme. A pattern? by Emily Dickinson RHYME MUSIC I’m nobody. Who are you? Are you nobody too? Then there’s the pair of us. Don’t tell. They’ll banish us you know. How dreary to be somebody! How public, like a frog To tell one’s name the livelong June To an admiring bog. http: //teachingenglishlanguagearts. com/

I’m Nobody by Emily Dickinson RHYME MUSIC I’m nobody. Who are you? A Are

I’m Nobody by Emily Dickinson RHYME MUSIC I’m nobody. Who are you? A Are you nobody too? A Then there’s the pair of us. Don’t tell. They’ll banish us you know. How dreary to be somebody! How public, like a frog B To tell one’s name the livelong June To an admiring bog. B http: //teachingenglishlanguagearts. com/

I’m Nobody green by Emily Dickinson RHYME RHYTHM MUSIC I’m nobody. Who are you?

I’m Nobody green by Emily Dickinson RHYME RHYTHM MUSIC I’m nobody. Who are you? Are you nobody too? Then there’s the pair of us. Don’t tell. They’ll banish us you know. How dreary to be somebody! How public, like a frog To tell one’s name the livelong June To an admiring bog. http: //teachingenglishlanguagearts. com/

I’m Nobody by Emily Dickinson RHYME RHYTHM MUSIC I’m nobody. Who are you? A

I’m Nobody by Emily Dickinson RHYME RHYTHM MUSIC I’m nobody. Who are you? A Are you nobody too? A Then there’s the pair of us. Don’t tell. They’ll banish us you know. How dreary to be somebody! How public, like a frog B To tell one’s name the livelong June To an admiring bog. B http: //teachingenglishlanguagearts. com/

I’m Nobody by Emily Dickinson RHYME RHYTHM MUSIC I’m nobody. Who are you? A

I’m Nobody by Emily Dickinson RHYME RHYTHM MUSIC I’m nobody. Who are you? A Are you nobody too? A Then there’s the pair of us. Don’t tell. They’ll banish us you know. How dreary to be somebody! How public, like a frog B To tell one’s name the livelong June To an admiring bog. B http: //teachingenglishlanguagearts. com/

I’m Nobody Circle word(s) with unusual sounds. by Emily Dickinson RHYME RHYTHM SOUND MUSIC

I’m Nobody Circle word(s) with unusual sounds. by Emily Dickinson RHYME RHYTHM SOUND MUSIC I’m nobody. Who are you? Are you nobody too? A Then there’s the pair of us. Don’t tell. They’ll banish us you know. A How dreary to be somebody! How public, like a frog B To tell one’s name the livelong June To an admiring bog. B http: //teachingenglishlanguagearts. com/

I’m Nobody by Emily Dickinson RHYME RHYTHM SOUND MUSIC I’m nobody. Who are you?

I’m Nobody by Emily Dickinson RHYME RHYTHM SOUND MUSIC I’m nobody. Who are you? Are you nobody too? A Then there’s the pair of us. Don’t tell. They’ll banish us you know. A How dreary to be somebody! How public, like a frog B To tell one’s name the livelong June To an admiring bog. B http: //teachingenglishlanguagearts. com/

I’m Nobody What emotion does sound suggest? by Emily Dickinson EMOTION EXPRESSED I’m nobody.

I’m Nobody What emotion does sound suggest? by Emily Dickinson EMOTION EXPRESSED I’m nobody. Who are you? Are you nobody too? Then there’s the pair of us. Don’t tell. They’ll banish us you know. How dreary to be somebody! How public, like a frog To tell one’s name the livelong June To an admiring bog. http: //teachingenglishlanguagearts. com/

I’m Nobody by Emily Dickinson EMOTION EXPERIENCED What emotion(s) do the images and sounds

I’m Nobody by Emily Dickinson EMOTION EXPERIENCED What emotion(s) do the images and sounds create for you? I’m nobody. Who are you? Are you nobody too? Then there’s the pair of us. Don’t tell. They’ll banish us you know. How dreary to be somebody! How public, like a frog To tell one’s name the livelong June To an admiring bog. Link to emotion words. http: //teachingenglishlanguagearts. com/

Now, write about either poem, “Unfolding Bud” or “I’m Nobody”. Write a short paper

Now, write about either poem, “Unfolding Bud” or “I’m Nobody”. Write a short paper which you describe in about a page your experience reading one of these poems. http: //teachingenglishlanguagearts. com/

Critical or Analytical Essay Next, Use the information Message of poem from your T.

Critical or Analytical Essay Next, Use the information Message of poem from your T. I. M. E. analysis in a critical or Use T info analytical essay. Explain observation In the meantime, find Use I and M info and copy three poems you like. Personal Response Poems should be at least Use Emotion info 12 lines long. http: //teachingenglishlanguagearts. com/

Memorize the T. I. M. E. steps. This mnemonic can help you recall the

Memorize the T. I. M. E. steps. This mnemonic can help you recall the basic components of poetry analysis. What’s a mnemonic? http: //teachingenglishlanguagearts. com/

Enjoy reading and writing poems! Choose your favorite original poem…one you’ve written yourself and

Enjoy reading and writing poems! Choose your favorite original poem…one you’ve 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/

My Books http: //teachingenglishlanguagearts. com/

My Books http: //teachingenglishlanguagearts. com/

Questions? Anna J. Small Roseboro National Board Certified Teacher http: //teachingenglishlanguagearts. com/

Questions? Anna J. Small Roseboro National Board Certified Teacher http: //teachingenglishlanguagearts. com/

Questions? ajroseboro@gmail. com Teaching English Language Arts Website http: //teachingenglishlanguagearts. com/

Questions? ajroseboro@gmail. com Teaching English Language Arts Website http: //teachingenglishlanguagearts. com/