1. Bellringer
Write at least three sentences describing what you see in this image.

2. The Charge of the Light Brigade
By Alfred, Lord Tennyson

3. I Can… Determine an author’s purpose for utilizing literary devices.
9-10.RL.CS.5 Analyze how an author’s choices concerning text structure, plot structure, and/or time manipulation create effects such as mystery, tension, or surprise.
Determine an author’s purpose and theme.
9-10.RL.CS.6 Analyze how point of view and/or author purpose shapes the content and style of diverse texts.
Evaluate the effectiveness of writing.

4. Before We Get Started…
As you listen, make sure you take notes in such a way that they will help you as you work to analyze both poetry and prose in the lessons ahead.
Rule to Keep in Mind: IF YOU DON’T ALREADY KNOW IT…WRITE IT DOWN!
Remember that you do not have to write every word on a slide—you just have to write enough to help you recall the content when you need it later!

5. Repetition
Repetition is a poetic technique used to draw a person's attention to a certain idea.
Think about school. If a teacher wants to get her point across, is she going to say it once? No. She is going to repeat it multiple times so it begins to sink in.
The same works with poetry!
Source:  m/article-repetition-in-poetry

6. How is Repetition Used in Poetry?
Repetition helps bring a reader's attention to certain ideas, emotions, or thoughts.
Source:  s.com/poem/article-repetition-in- poetry
Repetition can be used in a variety of ways:
A word is repeated at different points.
A phrase is repeated.
One line is repeated throughout the poem.
An entire stanza is repeated.

7. Parallelism
In geometry, parallel lines never touch, but instead move in similar directions (=).
Connecting the mathematical idea to words, parallel words are like synonyms, words that are similar, but will never be the same.
As a literary device, parallelism draws on this idea of connection and similarity. 
Parallelism is when an author constructs parts of a sentence to be grammatically similar, often repeating a specific word, phrase, or idea.
Source: allelism-in-poetry-definition- examples.html

8. Parallelism in Poetry
Parallelism serves to connect parts of lines and even separate lines.
The connections fostered through parallelism in poetry also serve to create rhythm (which we will get to shortly).
Parallelism in poetry can be used to create a childish sing-song tone, build tension, or emphasize a point.
Source: examples.html

9. Examples of Parallelism in Speeches
"For the end of a theoretical science is truth, but the end of a practical science is performance." -Aristotle
"My fellow citizens: I stand here today humbled by the task before us, grateful for the trust you have bestowed, mindful of the sacrifices borne by our ancestors." -Barack Obama
"One small step for man, one giant leap for mankind." -Neil Armstrong
"We've seen the unfurling of flags, the lighting of candles, the giving of blood, the saying of prayers." -George W. Bush
Source: parallelism.html

10. Anaphora What else does this remind you of?
Anaphora is the repetition of a word or words at the beginning of successive phrases, clauses, or lines to create an auditory effect.
Source:
EXAMPLE:
Go back to Mississippi, go back to Alabama, go back to South Carolina, go back to Georgia, go back to Louisiana, go back to the slums and ghettos of our northern cities, knowing that somehow this situation can and will be changed Dr. Martin Luther King, Jr.
What else does this remind you of?
Anaphora vs. Repetition: Anaphora is a type of repetition.
Anaphora vs. Parallelism: Anaphora is a type of parallelism; however, parallelism is NOT always anaphora.
ANAPHORA is always at the beginning of a line or section of the text, while PARALLELISM can be anywhere in the text.

11. What is the purpose of anaphora?
Apart from the function of giving prominence to certain ideas, the use of anaphora in literature adds rhythm, thus making it more pleasurable to read, and easier to remember. As a literary device, anaphora serves the purpose of giving artistic effect to passages of prose and poetry.
As a rhetorical device, anaphora is used to appeal to the emotions of the audience, in order to persuade, inspire, motivate, and encourage them.
  Source:

12. Rhythm
The word rhythm is derived from rhythmos (Greek) which means, “measured motion.”
Rhythm is a literary device that demonstrates the long and short patterns through stressed and unstressed syllables.
Example:
“DOU-ble, / DOU-ble / TOIL and / TROU-ble; FI-re / BURN, and / CAL-dron / BUB-ble.”
From Macbeth by William Shakespeare

13. The Purpose of Rhythm Rhythm in writing acts as beat does in music.
The use of rhythm in poetry arises from the need to express some words more strongly than others.
Moreover, rhythm captivates the audience and readers alike by giving musical effect to a speech or a literary piece.
Source:

14. Allusion
Allusion is a brief and indirect reference to a person, place, thing or idea of historical, cultural, literary or political significance.
It does not describe in detail the person or thing to which it refers.
Why is allusion so tough?
It is just a passing comment and the writer expects the reader to possess enough knowledge to spot the allusion and grasp its importance in a text.
Source:

15. Allusions in Everyday Speech
The rise in poverty will unlock the Pandora’s box of crimes.
This is an allusion to one of Greek Mythology’s origin myth, “Pandora’s box”.
“This place is like a Garden of Eden.”
This is a biblical allusion to the “garden of God” in the Book of Genesis.
“Hey! Guess who the new Newton of our school is?”
“Newton”, means a genius student, alludes to a famous scientist Isaac Newton.
Source:

16. Purpose of Allusions
The function of allusion is to add depth to a writing, allowing the author to refer to certain people, places, things, or happenings in a round- about manner, in order to create a more broad meaning.
Source: allusions-in-poetry/

17. Class Work Read the following slides.
On your paper, determine which of the literary devices we have discussed are present in each of the poems.
Turn this in to the basket for your class period at the front of the room.

18. 1. Repetition, Parallelism, Anaphora, Rhythm, or Allusion?
"I'll give my jewels for a set of beads, My gorgeous palace for a hermitage, My gay apparel for an almsman's gown, My figured goblets for a dish of wood, My scepter for a palmer's walking staff My subjects for a pair of carved saints and my large kingdom for a little grave.“
--Shakespeare in Richard II

19. 2. Repetition, Parallelism, Anaphora, Rhythm, or Allusion?
"What the hammer? what the chain? In what furnace was thy brain? What the anvil? What dread grasp Dare its deadly terrors clasp?“
“The Tyger” by William Blake

20. 3. Repetition, Parallelism, Anaphora, Rhythm, or Allusion?
“It was the best of times, it was the worst of times, it was the age of wisdom, it was the age of foolishness, it was the epoch of belief, it was the epoch of incredulity, it was the season of Light, it was the season of Darkness, it was the spring of hope, it was the winter of despair.”
--from A Tales of Two Cities by Charles Dickens

21. 4. Repetition, Parallelism, Anaphora, Rhythm, or Allusion?
“So Eden sank to grief, So dawn goes down to day. Nothing gold can stay.” --Robert Frost

22. 5. Repetition, Parallelism, Anaphora, Rhythm, or Allusion?
“Perched upon a bust of Pallas just above my chamber door — Perched, and sat, and nothing more” --Edgar Allan Poe

23. 6. Repetition, Parallelism, Anaphora, Rhythm, or Allusion?
“To say: “I am Lazarus, come from the dead, Come back to tell you all, I shall tell you all —” --T. S. Eliot

24. 7. Repetition, Parallelism, Anaphora, Rhythm, or Allusion?
“Do not go gentle into that good night, Old age should burn and rave at close of day; Rage, rage against the dying of the light… And you, my father, there on the sad height, Curse, bless, me now with your fierce tears, I pray. Do not go gentle into that good night. Rage, rage against the dying of the light.” --Dylan Thomas

25. 8. Repetition, Parallelism, Anaphora, Rhythm, or Allusion?
“We shall not flag or fail. We shall go on to the end. We shall fight in France, we shall fight on the seas and oceans, we shall fight with growing confidence and growing strength in the air, we shall defend our island, whatever the cost may be, we shall fight on the beaches, we shall fight on the landing grounds, we shall fight in the fields and in the streets, we shall fight in the hills. We shall never surrender.” --Winston Churchill

26. 9. Repetition, Parallelism, Anaphora, Rhythm, or Allusion?
“The woods are lovely, dark, and deep, But I have promises to keep, And miles to go before I sleep, And miles to go before I sleep.” --Emily Dickinson

27. Turn your papers in at the front of the room
Turn your papers in at the front of the room! I will see you tomorrow & we will analyze some poetry! Be awesome in my absence, and your essays to me by 4:00 this afternoon if you’re one of the people who didn’t turn them in before Fall Break! Mrs. Thomas

28. Bellringer What do you see in the poem to the left?
Repetition, Parallelism, Anaphora, Rhythm, or Allusion?
Be prepared to defend your assertion using the text!
"How do I love thee? Let me count the ways. I love thee to the depth and breadth and height My soul can reach, when feeling out of sight For the ends of being and ideal grace. I love thee to the level of every day's Most quiet need, by sun and candle-light. I love thee freely, as men strive for right. I love thee purely, as they turn from praise. I love thee with the passion put to use In my old griefs, and with my childhood's faith. I love thee with a love I seemed to lose With my lost saints. I love thee with the breath, Smiles, tears, of all my life; and, if God choose, I shall but love thee better after death.
Elizabeth Barrett Browning’s “How Do I Love Thee”

29. Background Information: Heroes…or something else?
The British cavalry commander mistook his orders to retake some guns held by the Russians. Instead he told his men to charge the main Russian position, which was at the head of a valley bristling with artillery. The horsemen obeyed but two thirds were killed or wounded.

30. Let’s discuss this first section of the text together!
Which of our poetic devices did you identify in the first stanza of the poem?
Considering that a “league” is a mile and a half, what mood is established by Tennyson’s use of repetition in the first lines of the poem?
Tennyson uses the metaphorical allusion “valley of Death” twice in this stanza.
What is he alluding to and why?
Why do you think “Death” is capitalized?
Who do you think is the speaker in the poem’s dialogue?
Half a league, half a league, Half a league onward, All in the valley of Death Rode the six hundred. “Forward, the Light Brigade! 5 Charge for the guns!” he said. Into the valley of Death

31. Annotate as I read the next section!
What to look for:
Unfamiliar words (as always)
Any of the poetic devices we discussed at the beginning of this lesson—you may want to look at the first stanza for comparison!
Let’s discuss your findings?
What is Tennyson communicating in lines 13-15?
What is Tennyson’s focus in this section of the text?
“Forward, the Light Brigade!” Was there a man dismayed? 10 Not though the soldier knew Someone had blundered. Theirs not to make reply, Theirs not to reason why, Theirs but to do and die. 15 Into the valley of Death Rode the six hundred.

32. Partner Work—Work with your partner to annotate this section of the text and answer the questions below.
Cannon to right of them, Cannon to left of them, Cannon in front of them 20 Volleyed and thundered; Stormed at with shot and shell, Boldly they rode and well, Into the jaws of Death, Into the mouth of hell 25 Rode the six hundred.
What is Tennyson’s focus in this section of the text? How has his focus shifted from the first two paragraphs? Cite specific evidence from the text to support your answer.
What literary devices does Tennyson use in this stanza? What purpose do those devices serve?

33. Let’s analyze this one together!
Flashed all their sabres bare, Flashed as they turned in air Sabring the gunners there, Charging an army, while 30 All the world wondered. Plunged in the battery-smoke Right through the line they broke; Cossack and Russian Reeled from the sabre stroke 35 Shattered and sundered. Then they rode back, but not Not the six hundred.
Which poetic devices do we see in this stanza?
How is this stanza similar to or different from previous stanzas in the text?
How does the mood of this stanza shift from previous stanzas? Where SPECIFICALLY do you see that shift in the text?

34. Let’s pause for a discussion about this poem’s RHYTHM!
There is a regular fast- paced rhythm to the poem created by:
Regular number of syllables in the lines (5-7);
End rhymes
Repetition of line structures and words
Repetition of variation (after the third stanza) of last line
What is the rhythm of the poem imitating and what is the effect of this?

35. Partner Work Again!
Which poetic devices do we see in this stanza? (Remember to look at this stanza as it relates to previous sections of the text.)
What is the purpose of those devices as they are used in this section of the text?
Cannon to right of them, Cannon to left of them, 40 Cannon behind them Volleyed and thundered; Stormed at with shot and shell, While horse and hero fell. They that had fought so well 45 Came through the jaws of Death, Back from the mouth of hell, All that was left of them, Left of six hundred.

36. Independent Practice—Answer the questions below on your own
Independent Practice—Answer the questions below on your own. If you need help, raise your hand and wait for your teacher.
When can their glory fade? 50 O the wild charge they made! All the world wondered. Honour the charge they made! Honour the Light Brigade, Noble six hundred! 55
Identify at least one poetic device in this section of the text and explain what you think Tennyson’s purpose was in using that device the way that he did.
This stanza is significantly different from the other stanzas in the text. What is so different about it?

37. Poem Based on Newspaper Report
Journalist W. H. Russell reported on the Charge in The Times: At the minutes past eleven our Light Cavalry Brigade advanced…They swept proudly past, glittering in the morning sun in all the pride and splendour of war…At the distance of 1200 yards the whole line of the enemy belched forth, from thirty iron mouths, a flood of smoke and flame. The flight was marked by instant gaps in our ranks, by dead men and horse, by steeds flying and wounded or rider less across the plain…They flew into the smoke of the batteries; but before they were lost from view the plain was strewn with their bodies. Through the clouds of smoke we could see their sabres flashing as they rode between the guns, cutting down the gunners as they stood… The flank fire of the batteries on the hill swept them down…at thirty five minutes past eleven not a British soldier, except the dead and the dying, was left in front of the Russian guns.

38. Think—Pair—Share
After hearing sections of a newspaper article describing the scene of the same battle Tennyson describes in “The Charge of the Light Brigade,” which medium do you think is most effective? Why?
THINK…quietly about how you could respond to this question for ONE full minute! PAIR…with your partner to discuss your thoughts! SHARE…your conclusions with the class when called on by the teacher!

39. Partner CCC Working with your assigned partner, respond to the prompt below using the CCC method!
Read the last line in each of the six stanzas in “The Charge of the Light Brigade.”
You will notice that the lines are similar—some are even identical.
What device(s) is/are Tennyson using in these specific lines of the text, and what is his purpose in using those devices in this way?
Before You Write:
Read the prompt carefully.
Make sure you understand what it is asking.
Determine what you need to know in order to respond to the prompt.
Have a discussion with your partner to help organize your collective thoughts.
Be mindful of the feedback you have received regarding your writing throughout the semester!
Start writing!
Make sure both of your names are on the paper and turn it in at the front of the room in the basket for your class period.

40. Bellringer—Match the terms below to their definitions.
Repetition
Parallelism
Anaphora
Rhythm
Allusion
A brief and indirect reference to a person, place, thing or idea of historical, cultural, literary or political significance
When an author constructs parts of a sentence to be grammatically similar, often repeating a specific word, phrase, or idea
A poetic device that helps bring a reader's attention to certain ideas, emotions, or thoughts
The repetition of a word or words at the beginning of successive phrases, clauses, or lines to create an auditory effect
A literary device that demonstrates the long and short patterns through stressed and unstressed syllables C B D E A

41. Tell Their Stories
Once you and your partner have turned in your CCC, read the poem to the left together and quietly discuss the questions below. When answering the questions, consider both form and content.
How is this poem similar to Tennyson’s “The Charge of the Light Brigade”?
How is this poem different from Tennyson’s “The Charge of the Light Brigade”?
Soldiers have died in distant lands, Far from their homes and loving hands. Tell their stories.
Troops missing in action and never returned, Their ultimate destinies not yet learned. Tell their stories.
Warriors come home with troubled minds, Atrocities witnessed not quite left behind. Tell their stories.
The rest return and pick up everyday lives, As husbands and fathers, mothers and wives, Tell their stories.
All our soldiers brave, strong and true, If you want to honor them, here's what you do: Tell their stories.
This slide will be printed for students to pick up when they turn in their partner CCCs.

42. Tell Their Stories
Soldiers have died in distant lands, Far from their homes and loving hands. Tell their stories. Troops missing in action and never returned, Their ultimate destinies not yet learned. Tell their stories. Warriors come home with troubled minds, Atrocities witnessed not quite left behind. Tell their stories. The rest return and pick up everyday lives, As husbands and fathers, mothers and wives, Tell their stories. All our soldiers brave, strong and true, If you want to honor them, here's what you do: Tell their stories.
Now that you all have had the chance to take a first glance at this poem with your partners, listen once again as I read the text.

43. Socratic Seminar
We are going to finish our lesson from the past two days with a Socratic Seminar!
You will be graded on this discussion, so make sure you do your best as we discuss!

45. Discussion Prompt #1
What is the most significant difference in these two poems?

46. Discussion Prompt #2
What are some things that BOTH poets do well?

47. Discussion Prompt #3
In a discussion regarding the validity of the identifier “poetess” for female poets, one of Mrs. Thomas’ English professors once said, “A poet is a person who writes poetry. A ‘poetess’ is a woman who writes verse for church bulletins.”
He was attempting to steer the conversation from what to call a poet based on gender to a perspective in which poets are labeled according to the effectiveness of their words.
Considering that perspective, which writer is more worthy of the “poet” label?