1. Agenda Terms of poetry: learn them
Be here every day: each day we learn two new poems for the oral
Monday; Read War Photographer and bring in 1/2 page commentary

2. IOC Interactive oral commentary at the church
You will choose a poem randomly
You will have 20 minutes to prepare your commentary in a quiet room
You will be escorted to my room and sit across the table from me and talk for 8 minutes about the poem.
Commentary needs to be formal, organized and reveal how well you are able to identify poetic features and how they support the poet’s purpose.

3. I will give you a minute warning to wrap it up.
I will ask some follow up questions and we have a short 2 minute discussion on the poem
Then we transition to a ten minute discussion on either Lear or SL. (Again I go down a list of questions and where you are when you walk in is what I ask.

4. Carol Ann Duffy

5. Born on December 23 1955, in Glasgow, Scotland's largest city.
Attended Liverpool University

6. The first female, Scottish Poet Laureate in the role's 400 year history,
Accepted position in 2009
“the queen of modern British poetry"

7. "The beginning of a poem is always a moment of tiny revelation, a new way of seeing something, which almost simultaneously attracts language to it - and then the impulse is to catch that with a pen and paper.” Carol Duffy

8. Education for Leisure

9. Groups Answer the questions on poetry worksheet
Group 1: Dramatic situation
Group 2: structure
Group 3: language
Group 4: Musical Devices
Conclusion?
First look at poem by yourself then as a group.

10. Dramatic Situation Dramatic monologue
Speaker is a young adolescent male who is bored and tired of being ignored, overlooked. He wants attention in the worst way…by committing Violence, playing god, causing destruction and fear as a means of feeling powerful.
Speaking to the reader
Tone is sinister: Today I am going to kill something
Tone is also ironic: contrast between the speaker’s view of himself and reality.

11. Structure

12. Five stanzas Four lines each Poem moves from a threat to action
Builds tension with escalating images of violence
Syntax: Short “jabbing” sentences. …Why?
Other lines that are more lyrical
Line 4
Last line

13. STRUCTURE Punctuation Use of end stops and enjambment. Title?
Ironic. Leisure of the unemployed, the drop outs, the underclass. Time on their hands because they have either dropped out of school or have been expelled.

14. Language Colloquial diction, direct Connotation of the word “genius”
We usually associate the word with creativity, but the speaker in this poem seems to be an evil genius, and not much of one at that Capable only of destruction not creation.
“God”: association of omnipresent being who created the world, but here used to show how speaker plays god in taking life as well. “I see that it is good>”

15. Language Imagery: Grey with boredom [day] Pavements Glitter:
Interesting contrast. Glitter with what?
(blood, something to do?)

16. language Allusion to Gloucester’s line in King Lear.
Image of fly being squashed
Another Language. ( death vs language of art,)
Ironic humor to show discrepancy between speaker’s egotistical view of himself and our view of him.

17. Musicality Iambic meter in lyrical lines (yearning)
Flat, plodding rhythm…reinforces the monotony of his life.

18. Thesis Duffy uses______________,___________,
and__________________to show_________________________.

19. homework
Half the class annotate and prepare 3 minute oral commentary on Stealing
Other half annotate and prepare for Education of Leisure
Create a thesis
And identify 3 relevant features and how they support poets intent.

20. agenda Finish We remember your childhood Write a thesis statement
Author + verb + feature +verb+ lit. effect and why. See examples on handout
Eley’s bullet

21. We remember your childhood well
Think about the title.
The poem is a dramatic monologue:
The speaker sounds very much on the defensive: clearly the grown-up child has complained about something or asked an awkward question. The parent insists that the child was brought up well and was loved

22. Conflict?
There is a lot of tension between the speaker and listener. We get the impression that the listener is not given much chance to speak - or, if they do, that it is ignored

23. As readers, we cannot be sure whose memory is more accurate - the parents' or the child's.
Is the child exaggerating about the horrors that appear to have taken place? Or are the parents guiltily trying to convince themselves that they didn't happen?

24. Structure
The poem consists of six stanzas of three lines, each of roughly the same length.
Each stanza begins with a statement that denies what the child believes to have happened - 'Nobody hurt you'

25. Language
There are many frightening ideas in the poem that are suggested but not developed:
"The bad man on the moors" (line 2),
a door being locked (line 3),
the child being "sent ... away" (line 13).
definite sense of fear on the part of the child.
"skidmarks of sin" (line 16) are and what is meant by “laid you wide open for Hell" (line 17).

26. violent verbs -
'hurt, argued, forced, begged' - which add to the sense of danger.

27. Onomatopoeia is used to describe the voices, "Boom. Boom. Boom
Onomatopoeia is used to describe the voices, "Boom. Boom. Boom. We associate a booming sound with explosions and bombs,
It is ironic that the parent uses the metaphor "called the tune" (line 10) to indicate the control they had over the child, when the 'music' produced was so violent.

28. theme "the secret police of your childhood”
Poem about memory, childhood, truth lies.
A parent trying to soft peddle a difficult childhood?

29. Eley’s Bullet
Read paragraph to partner
Class deconstruction

30. Thesis statement
Make sure you are specific. What kind of tone, diction, imagery is used?
Mocking tone, ironic tone?
Informal diction, poetic diction?
Duffy uses foreshadowing and images of decay to create a suspenseful mood that signifies impending death

31. terms
Colloquialism: in a conversational manner that may include slang:
Better of dead; Anyone’s guess
Connotations: emotional association a reader has for a certain word:
God ….but in Education it has a – connotation not as creator but destroyer.
Alliteration: repetition of consonant sounds at beginning of sentences; ripped out in rags
Assonance: repetition of same vowel sound
Mute moon
Consonance: identical consonant sound preceded by different vowel:
Home, same, breath, worth

32. Practice commentary Education for Leisure Stealing
Partner off. 3 minutes
Debrief.

33. For Friday Group who did Education will discuss it in seminar
Everyone Read and annotate Standing Female Nude
Answer two questions on hand out for Socratic Seminar (10 pts)

34. Homework for Monday
Read War Photographer From collection Standing Female Nude 1985
And write a commentary that includes thesis and discussion of at least 3 main literary features and how they support theme. (10 pts)

35. Agenda Seminar on Education for Leisure Socratic Seminar:
Next Tuesday: I will be in my room to help you prepare and practice explicating a poem and delivering orals.

36. Picasso
Standing Female Nude

37. The Grand Nude; 1908

38. What are the effects of the variety of responses in this poem?
What statement do you believe the poem makes on the poem in general?
Who has more power in this poem?
How is the model objectified?

39. What is Duffy saying about “ART” other themes?
Gender and class struggles
Objectification
Exploitation of women/artists and commercialization of art

40. Tone? Cynical tone of a prostitute who poses for money.
“The bourgeoisie will coo…
Inequality of the classes
She stands for 6 hours for a few francs
Poem ends on the mention of francs also.

41. Francis Bacon painting breaks new record

42. tomorrow 9:50-10:55 Prep for IB orals Review poetic terms
We will annotate poems
Prepare an oral and practice

43. Think about Power, Gender and class struggles, the male gaze
Line breaks emphasize ideas, contrasts and juxtapositions.
Why in the last stanza do we have two one word lines? What do they represent or support?
Finished… enjambment: line continues just as the work seems to never end.

44. Finished
Also emphasizes the completion, finally after standing nude for six hours.
Stands on its own lines…just as the picture will also stand on its own,

45. Me Reassertion of the model’s individualism.
“Finished me.” Two lines stick out and form their own thought
Speaks also to the artist’s transformation of model into an unrecognizable version of herself.

46. Some thoughts on structure
Duffy likes regular lined stanzas
“I found that [Stealing] fell naturally (as most of my poems do) into regular-lined verses- in this case, 5 5-lined verses. The verses are unrhymed and irregular in meter. These free verses work for me like small canvasses to hold the words of the poem. They help to control the rhythm of the poem… ”

47. War Photographer
From Duffy’s first collection: Standing Female Nude 1985

48. War Photographer

49. Vietnam War

51. Vietnam

52. Iraq, 2005

53. Iran, 1979

54. Make notes on the structure of the first verse
In his darkroom he is finally alone
with spools of suffering set out in ordered rows.
The only light is red and softly glows,
as though this were a church and he
a priest preparing to atone a Mass.
Belfast. Beirut. Phnom Penh. All flesh is grass.
Is this continued throughout? Why?

55. Structure 4 stanzas 6 lines per stanza
Regular rhyme scheme – ABBCDD, etc.
WHY?
Imposes order in the chaos of war
Like the photographer – order with the photos, making sense of the chaos

56. Imagery
Four groups…analyze images in assigned stanza and decide how they support topic and theme of poem
First by self
Discuss with group
class
Go through poem and highlight or underline all the images.

57. In his darkroom he is finally alone
with spools of suffering set out in ordered rows.
The only light is red and softly glows,
as though this were a church and he
a priest preparing to atone a Mass.
Belfast. Beirut. Phnom Penh. All flesh is grass.

58. In his darkroom he is finally alone
Contrast to what?
alliteration – what is the effect?
What are the connotations of the colours?
In his darkroom he is finally alone
with spools of suffering set out in ordered rows.
The only light is red and softly glows,
as though this were a church and he
a priest preparing to atone a Mass.
Belfast. Beirut. Phnom Penh. All flesh is grass.
regularity/order – reflects structure
Suggestion of graves/bodies
Litany of horror; what is the effect of the caesura?
Simile – reverence and devotion to the pictures
Isaiah 40:6 – shortness of life

59. Ambiguity – chemicals/solutions to war Implies carelessness
He has a job to do. Solutions slop in trays
beneath his hands which did not tremble then
though seem to now. Rural England. Home again
to ordinary pain which simple weather can dispel,
to fields which don’t explode beneath the feet
of running children in nightmare heat.
Why did they not tremble then? Why now?
Suggests idyllic life
Contrast: barefoot children running in grass for fun/those running from war – end of innocence and, possibly, life.
True meaning to the poem - contrast
Cannot compare to pain of war

60. Something is happening. A stranger’s features
Ambiguous: Literal – developing the photo. Figurative – person in pain
Something is happening. A stranger’s features
faintly start to twist before his eyes,
a half-formed ghost. He remembers the cries
of this man’s wife, how he sought approval
Without words to do what someone must
and how the blood stained into foreign dust.
Photographer’s dilemma – has a job to do.
Metaphor – 1. image on photo, 2. death

61. Discussion Points
How do you think this photographer feels about their job? Pride or guilt?
How do you think Duffy feels towards the newspaper editors?
What does Duffy seem to be suggesting about the way the readers react to seeing these images?
What is Duffy trying to point out about life in Britain compared to Beirut etc?
Themes?

62. Homework
Read “Little Red Cap” and answer the questions on the poetry worksheet. Think about how Duffy uses certain literary devices; for what effect?
For example, in “War Photographer,” Duffy uses rhyme scheme to impose order on a chaotic world. The alliteration of Belfast. Beruit. Phnom Penh is a harsh sound, suggestive of bombs or bullets. Also, the caesura created between each city creates a pause, similar to a sacred recitation or prayer for the dead.

63. A hundred agonies in black-and-white
Photo
Good/evil
Truth/lies
Trivialises; we are only moved momentarily
Contrast to war zone
A hundred agonies in black-and-white
from which his editor will pick out five or six
for Sunday’s supplement. The reader’s eyeballs prick
with tears between the bath and pre-lunch beers.
From the aeroplane he stares impassively at where
He earns his living and they do not care.
En route to another assignment; poem is cyclical; unceasing wars
Chooses photos to suit the article; don’t convey the full horror of war
Who are they?
Suggests they are used for entertainment

64. Group Thesis
How does author +verb+ lit. feature+ verb+lit. effect + why.
War Photographer
Duffy uses structure and the contrasting imagery of war and rural England to reveal the cyclical nature of conflict and the impassivity that some feel toward others’ suffering.

65. Thesis example
Duffy uses structure and the contrasting imagery of war and rural England to reveal the cyclical nature of conflict and the impassivity that some feel toward others’ suffering.

66. Shooting Stars Class Performance
Six groups (count off)
Each group will present one stanza. Use choral voices, poses, actions to bring meaning to poem.
We will perform with no break

67. More Poetry terms
A caesura is a strong pause within a line, and is often found alongside enjambment. Enjambment: the running over from one line to another

68. Agenda Finish discussion on “Shooting Stars”
Turn to hand out on The World’s Wife
Discuss Literary Devices on Little Red-Cap
Model of oral (me)

69. Shooting Stars

70. Group 1: Reflect on title: make web of denotations and connotations.
Group 2: what is the dramatic situation and how is it demonstrated through structure ( form, movement, end-stopped lines: enjambment)?
Group 3: What is the significance of the images and how do they contribute to theme[s]?
Group 4: what is the significance of the persona’s characterization to poem’s theme[s]?
Group 5: What type of diction is used, what tone is created, and how does it support theme or action of poem?
Group 6: Discuss use of punctuation and how it supports theme or poet’s intent.

74. Shooting Stars
Use of emotional diction and biblical diction to show the cruelty of the Nazis and the speaker’s plea to remember these atrocities and for humankind to show mercy.
uxtaposition of violent Imagery with the mundane to show the indifference to human suffering.
“The world/turns in its sleep”

75. Punctuation
Lack of commas between names to show loss of individuality.
Elipses…. The names go on and on….
Rhetorical questions: How would you prepare to die? Do you not consider me?
4th stanza: no commas…horror runs into the mundane

76. Persona
A strong woman describing how the women were brave as statues. Juxtaposed with men weeping behind wire….Perhaps to emphasize the horror and strength needed to face such horror?

77. Terms
Satire: A type of literature in which folly, evil or topical issues are held up to scorn through ridicule, irony or exaggeration.
Euphemism: an inoffensive word or phrase substituted for one considered offensive or harmful.

78. Group 1
Mrs. Sisyphus
Group 3
Group 5
Group 7
1 Dooon
Eurydice
Queen Kong
Medusa
2 Tressie
1 Max
1 Anna
Sam Sinkler
3 Marc
2 Lucy
2 Megan
Maggie
4 Stuart
3 Sawyer
3 Malcolm
Gary
4 Nora
4 Zane
Stellan
Group 2
5 Richie
5 Nate
Pygmalion’s Bride
Group 4
Group 6
1 Sam Shaheen
Mrs. Midas
Penelope
2 Diego
1 Cedric
1 Rachel
3 Paige
2 Victoria
2 Fiona
4 Jonah
3 Andrea
3 Paul
5 Martina
4 Nina
4 Liam
5 Sam O.

79. Assign Groups and poems Finish “Little Red-Cap”
What Literary Devices does Duffy use to show how the speaker moves to self-reliance.?
Meet in Groups
Homework: Read your poem, annotate it, know it, be ready to jump into group work on Monday.
We Begin presentations on Tuesday: “Sisyphus” (10 minute work time before presentation)
All students will continue writing half page commentary on Duffy’s poems- due the day poem is presented in class.

80. Allusion: using an old literary character little girl, pawn, victim
Allusion: using an old literary character little girl, pawn, victim. Here more realistic. What could happen. She can take care of herself . Making fun…turning story on its head. Reflection on marriage …loss of innocence. Broken away from marriage. She saves herself. Bones… past oppression of grandmother who was eaten, could not escape.
Short internal rhyme, similariteis to older fok story.
Rhyme…creepy images…foreshadowing
Structure: short pwerul phrases… she becomes the the power.
Repetition of axe: to emphasize the oppression and her breaking from it.
Allure of the wolf
Symbolism of the wolf: men house becomes a place where women are subjugated by men.At childhoods end…end of being safe

81. Allusion of original story, likes his appearance. She is on the make.
Pawl Drawl: consonnance … internal rhyme. Pacing increased…Heightens the emotions, emotion attachement.
String of words…excitement
Third stanza of…metaphor into the tangled thorny place”
POETRY!!!Winged innoncences is now knowledge books… repetition of words.

82. Group 1
Group 3
Queen Kong
Eurydice
Group 6
Alice
Caroline
Medusa
Yesenia
Sam G.
Anna
Julian
Leah
Averi
Maria
Mitchel
Evan
Klaas
Eva
Group 4
Group 2
Mrs. Midas
Group 7: Penelope
Sisyphus
Philip
Naja
Harrison
Angie
Julia P
Edwin
Rowan
Olivia
Miriam
Julia D
Ellie
Min
Group 5
Pygmalion’s Bride
Steph
Firdaws
Linnea
Emma

83. Allusion: a reference to another literary work, famous person, myth, poem Childhoods end? Adolescent
First Stanza: long sentence. The edge of the town…the end of childhood
Images: mmmmalliteration muted….soft sound…life is sheltered.
Second stanza: Reading poetry. His maturity and intelligence. Authorityallsuion to the original …She was scared of the owlf in the original, here this is what attra ts her. Internal line,,Rushed pacing…excitement
Third Stanza: my first: emphas on first “encounter”First line: coloquial language. Informal…youth of speaker she is defending the situation. Short sentences. Periods create caesura.Poetry.

84. Re-rendering of Fairy Tales
Little Red-Cap takes on a feminist twist to the original tale in which a young girl falls victim to a predator.
Here, Little Red-Cap initiates the relationship with a “wolf” or older man for the sexual experience, but also to be introduced to the world of poetry.
The poem serves as an metaphor for female writers in a male world.

85. Group Work First: discuss poem and come to a consensus on meaning.
Identify poetic elements and who will present what
Then work on dramatic reading of poem.
Tomorrow: Sisyphus Group will present. You will have 15 minutes to work in group and 30 minutes to present poem.
Everyone else needs to read the poem and write half a page commentary.

86. Schedule Ten minutes check with group
Pygmalion’s Bride (commentary due)
Midas ( on deck)
Thursday: Penelope
Friday: Queen Kong
Formal typed commentary on favorite Duffy poem due next Monday, Dec. 9
See handout for ways to organize this

87. Workshop after school Thursday
Wed AM?

88. Write thesis for poem
How does author +verb+ lit. feature+ verb+lit. effect + why.
Example:
Carol Ann Duffy uses a sarcastic tone and humorous allusions to Aesop’s Fables to show the wife’s discontent in her marrige and to depict her husband as an unoriginal bore.

89. Evidence for Thesis Meat and potatoes, Tofu and vegetables of Oral
5-8 items Author uses______to (show, illustrate, portray)
State line number say the line and explain how it connects to thesis, or poem’s theme. ( “In line 6, stanza 2 Duffy alludes to King Lear: say line”.)
Explain the literary effect (“Duffy uses allusion in stanza two in order to show the alienation of this young man from his education.”)
Move to next example

90. Sign up for orals tomorrow right after school.
Will need about an hour
Walk to church, (5 min)
20 minutes prep,
20 minutes oral,
walk back to school.
Arrive ten minutes before prep time: example: prep begins at 8:40, arrive 8:30.

91. Poetic Devices Voice of speaker: Cynical? Insulting?
Tone? Satirical? Mocking? Pleading? Angry? Sorowful

92. Staple commentary to commentary and turn in
Bring Lear tomorrow

93. Opening comments for Oral
General comments of poem: Title, poet, context (collection)
Structure: Duffy uses regular 6 line stanzas
Purpose?
What is it about? Literal meaning
Identify dramatic situation The speaker. Is it a dramatic monolgue? Be clear with pronouns. She? Duffy? Or the speaker
Deeper meaning? Say one or two sentences here.
Thesis
Continue with analysis. Be sure to cite lines when you discuss literary devices and their effects

94. Two approaches Stanza by Stanza Or by literary features.
Choose one to practice with for today. It depends on poem as well.
Make sure you are relating back to thesis, literary effect and poet’s intent.

95. Practice Oral 10 minutes to annotate Partner A: 5 minute oral
Switch- Partner B: five minutes
Move to another partner
Practice again