1. POETRY T.I.M.E. Introduction to Poetry Analysis
Anna J. Small Roseboro
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2. Oh no! Not POETRY!

3. FRUSTRATION !
We TEACHERS ARE FRUSTRATED. We enjoy poetry and want to share this pleasure with our students.

4. FRUSTRATION!
Our STUDENTS are frustrated, especially if they’ve had a difficult experience with poetry in the past.

5. Do students give up on Poetry?
Students sometimes think the meaning of poetry is locked and only teachers have the key.

6. Do you give up on Poetry?
Do you give up because students seem so closed to learning how to read and write this fascinating genre of literature.

7. Do you wonder – Meeting CCSS
Make inferences (1).
Cite specific textual evidence to support conclusions and answers (1).
Determine and analyze the theme of a text (2).
Analyze the way ideas develop over the course of a text (3).
Interpret words and phrases (4).
But, you know it’s one of the requirements. Common Core

8. Do you wonder – Meeting CCSS
Analyze connotative and figurative meanings of words (4).
Analyze how word choice shapes a text (4).
Analyze the structure of a text (5).
Assess how point of view shapes a text (6).
Analyze how two texts address the same theme (9).
But, you know it’s one of the requirements. Common Core

9. How can I do this!?!?

10. I HAVE A IDEA

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

12. 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

13. 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.

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

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

16. 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,

17. 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

18. 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.

19. Learn to tell the T.I.M.E.
You’ll have a key that can be used on any poetry assignment.

20. Read poem, “Unfolding Bud," THREE times.
READ silently. On your own paper, write words or phrases that puzzle or appeal to you.
Next, read out loud stopping at the end of each line.
Then, read out loud, stopping, this time, at marks of punctuation.

21. “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

22. One is not amazed, At first glance, By a poem, Which is a tight-closed As a tiny bud,

23. Yet one is surprised To see the poem Gradually unfolding, Revealing its rich inner self As one read it Again And over again.

24. Poems meant to be understood

25.
Linda Hargrove, Artist

26. “Unfolding Bud” Yet one is surprised To see a poem
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.
Naoshi Koriyama

27. 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?

28. The speaker? WHAT CLUES FROM THE POEM?

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

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

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

32. The T of T.I.M.E. The Title The Thought The Theme
TITLE, THOUGHT, THEME
Linda Hargrove, Artist

33. “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

34. One is not amazed, At first glance, By a poem, Which is a tight-closed As a tiny bud,

35. Yet one is surprised To see the poem Gradually unfolding, Revealing its rich inner self As one read it Again And over again.

36. I = IMAGERY
Poets use WORDS TO PAINT PICTURES in the minds of the readers and listeners.

37. Words Create Mental Picture
Linda Hargrove, Artist

38. KINDS OF IMAGERY CONCRETE Sight Sound Taste Touch Smell

39. SYNESTHESIA is one of my favorites to add.
KINDS OF IMAGERY
FIGURATIVE - Comparisons
Metaphor
Simile
Hyperbole
Personification
Symbol
A=B
A is like B
Exaggeration
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.

40. 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.”
“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.”
SOUND DESCRIBED AS TOUCH
ODOR DESCRIBED AS TOUCH

41. M = MUSIC Rhythm Rhyme Sound Alliteration Assonance Onomatopoeia

42. Music is the SOUND of poetry

43.
Linda Hargrove, Artist

44. set w/one stressed syllable
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

45. E = EMOTION Experienced by reader Expressed by the poet MOOD TONE

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

47.
Linda Hargrove, Artist

48. Key to Understanding Poetry
T.I.M.E. MNEMONIC
T = Title, Thought, Theme
I = Imagery
M = Music
E = Emotion
Key to Understanding Poetry

49. 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

50. Tell the T.I.M.E. for this POEM.
“I’m Nobody” By Emily Dickenson
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51. 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.

52. 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.
The Speaker

53. I’m Nobody by Emily Dickinson
The Audience
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.
The Speaker

54. 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.
IMAGERY

55. 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.
IMAGERY

56. I’m Nobody by Emily Dickinson
Write A at end of lines that rhyme,
B for words that rhyme. A pattern?
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.
RHYME
MUSIC

57. I’m Nobody by Emily DickinsonA
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.
RHYME A B B
MUSIC

58. I’m Nobody by Emily Dickinson
Emphasize syllables in green
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.
RHYME
RHYTHM
MUSIC

59. I’m Nobody by Emily Dickinson
How many beats per line?
Name the kind of pattern. A
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.
RHYME A
RHYTHM B B
MUSIC

60. I’m Nobody by Emily DickinsonA
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.
RHYME A
RHYTHM B B
MUSIC

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

62. I’m Nobody by Emily Dickinson
Pleasant sound? A
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.
RHYME A
RHYTHM
SOUND B B
MUSIC

63. I’m Nobody by Emily Dickinson
What emotion does sound suggest?
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.

64. I’m Nobody by Emily Dickinson
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.
EMOTION
EXPERIENCED
Link to emotion words.

65. 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.

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

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

68. 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.

69. My Books

70. National Board Certified Teacher
Questions?
Anna J. Small Roseboro
National Board Certified Teacher

71. Teaching English Language Arts Website
Questions?
Teaching English Language Arts Website