1. Welcome to the Wonderful World of Poetry… (that’s an alliteration!)
We don't read and write poetry because it's cute.  We read and write poetry because we are members of the human race.  And the human race is filled with passion.  Medicine, law, business, engineering, these are noble pursuits and necessary to sustain life.  But poetry, beauty, romance, love, these are what we stay alive for.  ~Dead Poet's Society

2. What you will learn
SWBAT recognize and describe the form and/or structure of poetry IOT analyze how form and/or structure contribute to meaning.

3. What is special about poetry?
Poetry is a genre (type/form) of literature.
Poetry is written in a specific form - lines and stanzas.

4. Defining Terms
Structure – the arrangement of and relationship between the parts or elements
Contribute – to be an important factor in; help cause
Meaning –what is expressed or indicated

5. POETRY FORM FORM - the appearance of the words on the page
LINE - a group of words together on one line of the poem
STANZA - a group of lines arranged together
A word is dead
When it is said,
Some say.
I say it just
Begins to live
That day.
Emily Dickinson

6. What contributes to a poem’s structure?
Rhyme (internal and end)Rhyme Scheme
Rhyme scheme might connect certain ideas/images to each other.
Rhythm and meter
Stanzas
Punctuation—where the poet places a , and .

7. How does form contribute to meaning?
How does the form/structure of this poem contribute to the meaning?
A word is dead
When it is said,
Some say.
I say it just
Begins to live
That day.
Emily Dickinson
Notice:
How it looks-very small, short poem.
Lines—how many words per line? Notice there are 4 words in the first 2 lines, and only 2 in the last line of each stanza.
Stanzas—two of them.
How does this help form the MEANING of the poem? The first stanza is about what OTHERS say, the second gives HER perspective on the subject. Thus, the stanzas group the ideas for the reader. Also, the rhyming of “say” and “day” specifically contrast the two ideas and connect the two stanzas to one another.

8. Types of Poetry
Consider sound devices, figurative language and word choice in the poems we read as we look at examples of several types of poetry.

9. FREE VERSE POETRY Free Verse=Free of rules
Unlike metered poetry, free verse poetry does NOT have any repeating patterns of stressed and unstressed syllables.
Does NOT have rhyme.
Free verse poetry is very conversational - sounds like someone talking with you.
Considered a more modern type of poetry.

10. Free Verse Fog The fog comes on little cat feet. It sits looking
over harbor and city
on silent haunches
and then moves on.
-Carl Sandburg

11. The Ballad The earliest forms of poetry were
often passed down through music.
A ballad is a poem that tells a story.
Ballads are usually written in quatrains
(stanzas with four lines).
They are generally quite lengthy, with many stanzas.

12. LYRIC POETRY Generally a short poem
Usually written in first person point of view
Expresses
an emotion
an idea or
describes a scene or person
Does not tell a story
Is often very musical/rhythmic

13. Lyric Poetry VI (If I Can Stop One Heart From Breaking)
If I can stop one heart from breaking,
I shall not live in vain;
If I can ease one life the aching,
Or cool one pain,
Or help one fainting robin
Unto his nest again,
I shall not live in vain.
Emily Dickinson

14. There are two forms: Italian and English
Sonnet
A sonnet is a poem with fourteen lines written in a specific rhyme scheme.
Usually expresses a single idea with a reversal or change in direction in the concluding lines
There are two forms: Italian and English

15. Sonnet 116
Let me not to the marriage of true minds a Admit impediments. Love is not love b Which alters when it alterations finds, a Or bends with the remover to remove. b Oh no! it is an ever-fixed mark c That looks on tempests and is never shaken. d It is the star to every wandering bark, c Whose worth’s unknown, although his height be taken. d Love’s not Time’s fool, those rosy lips and cheeks e Within his bending sickle’s compass come. f Love alters not with his brief hours and weeks, e But bears it out even to the edge of doom. f If this be error and upon me proved, g I never write, nor no man ever loved. g
Quatrain
(setting up the problem)
Quatrain
(beginning to answer the problem)
Quatrain
Couplet
(problem solved)
-William Shakespeare

16. Ode A poem that addresses one particular subject, usually to admire it
Examples:
Ode to a Grecian Urn
Ode to My Socks
Ode on Spring
America

17. Ode to My Hips By Lucille Clifton
these hips have never been enslaved, they go where they want to go  they do what they want to do.  these hips are mighty hips. these hips are magic hips. i have known them to put a spell on a man and  spin him like a top
these hips are big hips. they need space to  move around in. they don't fit into little petty places. these hips are free hips. they don't like to be held back.

18. Stages to Reading Poetry
Stage 1: Paint Job Read
Stage 2: Pop the Hood Read
Stage 3: Mean Machine Read

19. Stage 1: Paint Job Read Read it aloud once.
What is the title? What does it have to do with the poem?
Who is the speaker? How do I know?
What is the gist of the poem? What is the main idea of each stanza or section?
What is the overall feeling or mood? Does it change anywhere?
What is my first impression of the theme (or statement or observation the poem is making about the world or the human condition)?

20. Stage 1: Paint Job Read- Try it!
a line of a poem
does not have to be
a sentence
can be a frag-
ment of a sentence
with or without punctuation
With or without capital letters it
can
spread
itself out
taking time
as it
floats
down
the
page.
What is the title? There isn’t one!!! Sometimes this happens in poetry.
Who is the speaker? Hard to tell, maybe a poet who wrote the poem?
What is the main idea: The gist of the poem/main idea seems to be that poetry doesn’t have to follow usual punctuation rules.
The feeling/mood is playful. It seems consistent throughout.
My first interpretation of theme…maybe poetry gives writers freedom other genres don’t?

21. Stage 2: Pop the Hood Read
Read it aloud again.
While reading, underline anything that “pulls” you.
What words stick out to me? How do they contribute to the mood?
What poetic tools does the author use? What figurative language can I identify? How does each technique contribute to meaning?
What is emphasized through structure? Why?
What is emphasized through repetition? Why is this repeated?
Are there any patterns? Rhyme? Rhythm? When are they broken?
How does sound create mood? Why?

22. Stage 2: Pop the Hood Read
a line of a poem
does not have to be
a sentence
can be a frag-
ment of a sentence
with or without punctuation
With or without capital letters it
can
spread
itself out
taking time
as it
floats
down
the
page.
So stage 2 is really what we were doing yesterday when we analyzed “Firework.” This time, though, we are going to look at structure as well as figurative language.
Read aloud again, having students underline anything that stands out.
Have students find figurative language (“spread itself out, float down the page”=metaphor?) How does it add…makes me visualize a poem coming to life, not just existing on paper.
STRUCTURE is super important in this poem. The poet makes the poem MIMIC the rule that the poem is breaking. Ex: capitalization, the W is capitalized where it talks about capital letters, but none of the rest of the poem has punctuation.

23. Stage 3: Mean Machine Read
Read it aloud again.
What is the overall theme?
How do the sound, words, and shape of this poem work together to create meaning?

24. Stage 3: Mean Machine Read
a line of a poem
does not have to be
a sentence
can be a frag-
ment of a sentence
with or without punctuation
With or without capital letters it
can
spread
itself out
taking time
as it
floats
down
the
page.
Theme: poets are free to break rules that other writers must follow. Evidence: illustrating through manipulating the structure of the poem how poets can refuse to follow rules.

25. Poetry Breakdown! With a partner, choose a poem to analyze.
Glue your poem on the middle of your chart paper.
Read your poem in the 3 stages just modeled for you. Annotate your poem in a different color for each stage. Make it look PRETTY!!! 
Tomorrow you will finish and present!

26. Thursday- Poetry Breakdown!
How does form and structure contribute to meaning?

27. Form and Structure What form does poetry take?
Identify 3 specific forms of poetry.
Define “structure.”

28. 3 Stages What are the 3 stages of poetry?
What do you do in the 1st stage?
2nd stage?
3rd stage?

29. Poetry Breakdown
Finish annotating your poem using the 3 stages we learned yesterday.
Write 2 paragraphs (one for stage 2, one for stage 3) explaining your annotations and findings. Make sure to cite evidence and analyze your evidence fully.
Be ready to present in 30 minutes.

30. Poetry Breakdown Presentations
Read your poem aloud to your audience.
Then read each stanza aloud and analyze it using the 3 stages.
Explain your theme and how that theme was communicated in the poem.
Take questions from your audience.

31. The actual dictionary definition of the word.
So, how do I figure out what the poem means to me? Word choice is a key.. every word is significant
Denotation:
The actual dictionary definition of the word.
Connotation:
The way a word
makes us feel.
Words can give us different feelings when we hear them…some positive, some negative, and everything in between! See the example below - The following words and phrases all refer to "a young person," but their connotations may be quite different depending, in part, on the context in which they appear: youngster, child, kid, little one, small fry, brat, urchin, juvenile, minor. Some of these words tend to carry favorable connotations (little one), others unfavorable (brat), and still others fairly neutral connotations (child). Calling a young person a brat lets our readers know at once how we feel about the rotten kid.