1. Writing 1 and 2—January 25, 2016 Journal #14: Now that we’ve examined several poems together, answer the following questions: – What is poetry? – How is poetry different from prose? – What are some similarities between poetry and prose? – prose—n. written or spoken language in its ordinary form, without metrical structure.

2. Poetry Devices 1 st person POV—the speaker in “Afire Love” uses first person pronouns: “I”, “my” 3 rd person POV—”He’s a cold hearted snake” 3 rd person omniscient POV—”Puff the magic dragon lived by the sea/And frolicked in the autumn mist in a land called Honali/Little Jackie Paper loved that rascal Puff/And brought him strings and sealing wax and other fancy stuff” rhyme scheme—first stanza of “Afire Love” is AAABBCCC rhyme scheme alliteration—paint it with a pen simile—”I’m gonna love you/like I’m gonna lose you” metaphor—”And we set alight/we’re afire love” imagery—”black suit black tie standing in the rain” mood—the mood of “Afire Love” shifts between the verses and the chorus; the verses are sad as the speaker discusses his grandfather’s disease and death; the chorus is more upbeat as the speaker’s father discusses the love the grandparents had for each other. tone—the speaker’s attitude toward the subject of his grandfather’s disease and death is one of sadness and pain; as a child, the speaker felt pain when his grandfather couldn’t recognize him, and he felt pain when he lost his grandfather. theme—According to Sheeran’s song “Afire Love,” grief is something that you can experience at any age, but the memories you have can make the grief less painful or sharing your pain with others can make the grief less painful.

3. Close Reading of Poems 1 st Reading: Notes on form (stanzas, lines, syllables, POV) 2 nd Reading: Notes on rhyme scheme and sound devices 3 rd reading: Notes on figurative language

4. “Janet Waking” and “Home Burial” Briefly summarize each poem. What connects these poems and what makes them different? What is the point of view in each poem and how does it impact the poem? What would change about the poem if the point of view changed? What is the mood of the poem? What specific diction contributes to the mood? What is the tone of the speaker in each poem? What specific diction contributes to the tone? What do these poems suggest about grief? – transmogrify—v. transform, especially in a surprising or magical manner. “the cucumbers that were ultimately transmogrified into pickles.”

5. Poem1 st Reading Form2 nd Reading Rhyme Scheme/Sound Devices 3 rd Reading Figurative Language “Janet Waking” 7 stanzas, four lines each (quatrains), pretty regular syllable pattern, but not consistent. Pattern still creates a very structured poem. The poem is written in 3 rd person limited. The speaker is Janet’s father. This is also a narrative poem and tells a story. ABBA rhyme scheme. The rhyme scheme makes the topic of grief and death seem less intense and the rhythm is fairly upbeat. There are several places where alliteration is used: “droning down” (stanza 4); “stood up straight” (stanza 5) “deeply morning” is a play on words and could also mean “deeply mourning.” That Janet woke up and mourned her chicken, or her grief woke her up and matured her. “transmogrifying” means magical or surprising the use of this word indicates the father might be trying to make Janet feel better. The word “cried” in the third stanza has a happy connotation, and the word “crying” in stanza 6 has a negative connotation. In stanza 3, the mood shifts at the line “But alas,/Her old Chucky had died.”

6. Close Reading of Poems 1 st Reading: Notes on form (stanzas, lines, syllables, POV) 2 nd Reading: Notes on rhyme scheme and sound devices 3 rd reading: Notes on figurative language

7. “Grief” and “After great pain, a formal feeling comes” Prepare for Discussion: Describe each speaker’s attitude towards the subject of the poem. Use evidence from the text to support your response. What connects these poems and what makes them different? What is the point of view in each poem and how does it impact the poem? What would change about the poem if the point of view changed? What are the poetic devices used in the poem? Explain there function. What is the mood of the poem? What specific diction contributes to the mood? What is the tone of the speaker in each poem? What specific diction contributes to the tone? – transmogrify—v. transform, especially in a surprising or magical manner. “the cucumbers that were ultimately transmogrified into pickles.”

8. Group Work—Final Assessment Step 1: Read through your assigned poems. Step 2: Mark the text (each group member is marking the text). Remember to color code. – 1 st reading: Form and point of view – 2 nd reading: Rhyme scheme and sound devices – 3 rd reading: Figurative Language

9. Step 4: Create mini posters that contain the following elements (you will transfer all of your work to chart paper), and prepare for an oral presentation. Essentially, you are teaching your assigned poems to the class. – A graphic organizer that contains notes from your poems (group consensus). – A theme statement for each poem (group consensus). – Any other elements that will help you teach the poem to the class (group consensus). – Everyone must speak during the presentation. Student 1 can read the poems. Student 2 can discuss form and POV, rhyme scheme and sound devices, and figurative language. Student 3 can discuss similarities and differences between the poems, tone, and mood. Student 4 can discuss themes for each poem and evidence that supports the theme.

10. Step 3: Discuss the following questions with your group. – What connects these poems and what makes them different? – What is the point of view in each poem and how does it impact the poem? What would change about the poem if the point of view changed? – What are the poetic devices used in the poem? Explain their function. – What is the mood of the poem? What specific diction contributes to the mood? – What is the tone of the speaker in each poem? What specific diction contributes to the tone? – What is the theme of each poem? What textual evidence supports the theme? In “name of poem” by “name of poet,” the speaker suggests ___________________________________ (theme statement). Example: In the poem “Grief” by Elizabeth Barrett Browning, the speaker suggests someone who is truly grieving is quiet and paralyzed, and those who are able to show their grief are ready to move on. Example: In the poem “After great pain, a formal feeling comes” by Emily Dickinson, the speaker suggests great pain causes grief that is paralyzing.