Lessons for Wednesday, 3/16 BLOCK 1 Lessons for Wednesday, 3/16 *Crucible written final is rescheduled for Wednesday *Poetry vocab is due Friday, as is independent reading Review lit elements in advertisements Poetry intro Independent reading

Review of Lit Elements Pick one partner with whom to work and get a color copy of the lit elements (you will share one copy with partner) and lit elements worksheet. Work together to match devices to the ads and explain.

1. metaphor alliteration onomatopoeia symbol setting simile hyperbole personification Comparison with like to note that no one needs another channel (like you don’t need a fork in the eye!

Repetition of the “f” sound 2. metaphor alliteration onomatopoeia symbol setting simile hyperbole personification Repetition of the “f” sound

The pain is being exaggerated by the pins 3. metaphor alliteration onomatopoeia symbol setting simile hyperbole personification The pain is being exaggerated by the pins

Having a Visa card keeps your transactions safe 4. metaphor alliteration onomatopoeia symbol setting simile hyperbole personification Having a Visa card keeps your transactions safe

5. metaphor alliteration onomatopoeia symbol setting simile hyperbole personification Mucus has human qualities like clothes, facial expressions, luggage, is about to travel…

Place: Las Vegas, Nevada 6. metaphor alliteration onomatopoeia symbol setting simile hyperbole personification Place: Las Vegas, Nevada

7. metaphor alliteration onomatopoeia symbol setting simile hyperbole personification Car is compared to a boat without “like” or “as” to emphasize its large size, spaciousness Fine print in ad: Not your typical luxury liner. Althoughit does offer a boatload of performance features, like four-corner independent suspension, push-start ignition, and the

8. metaphor alliteration onomatopoeia symbol setting simile hyperbole personification Word imitates sound

“Introduction to Poetry” by Billy Collins

INDIVIDUAL: Choose one line to illustrate and then explain in your own words. Crayons are on the side counter.

Complete this with your seat partner, and then we’ll go over answers.

What point of view is used here by the speaker? “An Introduction to Poetry” by Billy Collins   I 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 poem and watch him probe his way out, or walk inside the poem's room and 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. What point of view is used here by the speaker? first person

(NOTE: There may be multiple possibilities.) “An Introduction to Poetry” by Billy Collins   I 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 poem and watch him probe his way out, or walk inside the poem's room and 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. Who is the speaker? (NOTE: There may be multiple possibilities.) student asking teacher to read poetry in a different way that involves more than just close reading/ analysis teacher asking students to read poetry in a different way that involves more creativity, exploration and joy someone who is does not like the way people take poetry and pick it apart and wants poetry to be more appreciated a poet who wants readers to live, experience and feel poetry, not just analyze it the poet himself, Billy Collins a poem or poetry itself

“An Introduction to Poetry” by Billy Collins   I 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 poem and watch him probe his way out, or walk inside the poem's room and 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. Who is the speaker talking about? In other words, who is the “they”? (NOTE: There may be multiple possibilities.) readers (teachers, students, people who love literature, critics, other writers and poets) who focus on close reading and analysis of poetry (rather than other ways to “read”/enjoy/ experience poems)

look for deeper meaning too hard/that may not actually be there “An Introduction to Poetry” by Billy Collins   I 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 poem and watch him probe his way out, or walk inside the poem's room and 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. What is the speaker’s point about the “theys”? What do the “theys” do with/to poetry in your own words? overanalyze poetry look for deeper meaning too hard/that may not actually be there stretching and pulling a poem so thin that nothing is left of it figure poetry out make it like a paragraph, not a poem tear poetry apart too much destroy poems by researching them, not reading them infer meaning/read deeply between the lines

metaphor (comparing a poem to the ocean) “An Introduction to Poetry” by Billy Collins   I 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 poem and watch him probe his way out, or walk inside the poem's room and 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. Think about what you know about poetic techniques. Identify one technique (term and example) that is operating in the poem. simile (comparing understanding a poem to seeing a photo slide in the light) metaphor (comparing a poem to the ocean) personification (implying that a poem can talk and commit crimes and can offer confessions of crimes) imagery (tactile/touch sensory details/imagery)