Welcome Social Studies Colleagues

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What is Poetry?

• Poetry is language at its most intense,
  powerful, and memorable. Regardless of its visual
  presentation, formal/ informal structure, or
  publication medium, poetry is intended to affect
  the audience emotionally.

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• Even poets have struggled to define poetry, but
  most agree that poetry attains a degree of
  intensity not found in other genres of written
  language.

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• "If I feel physically as if the top of my head
  were taken off, I know that is poetry."  
• American poet 
• Emily Dickinson

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Poetry vs. Prose

• Prose (the most familiar format of written
  language with margins, indents, and paragraphs)
  typically lacks poetrys musicality,
  concentration of imagery, fluidity of syntax, and
  powerful diction.

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Why Poetry Matters

• understand people vent about idiocy
• share new insight honor a friend
• recognize corruption get perspective
• recall an emotion understand events
• appreciate beauty puzzle through
• understand yourself tell the truth
• leave a mark express passion

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No Once Over

• Poetry is personal, and it requires a
  connection between the poet and the reader.
• Just as any art form, poetry deserves some
  effort, thought, and reflection from you.

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Analyzing Poetry

• Most poetry, regardless of the period, author,
  or issues, include common elements.
• TP-CASTT is a system to analyze poetry by
  focusing on those common elements.

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TP-CASTT Format

• In order to use TP-CASTT in analyzing the poem,
  you need space to work on the page.
• Different portions of the page are used for
  different analysis tasks.

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TP-CASTT Format

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• There is no frigate like a book To take us
  lands away, Nor any coursers like a page Of
  prancing poetry. This traverse may the poorest
  take Without oppress of toll How frugal is the
  chariot That bears a human soul!
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• E. Dickinson
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T Title

• Authors conceal and with subtlety reveal meaning
  in titles.
• Before reading the poem, speculate on its
  content. Write 1. near the title, and jot down
  your speculation.

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P Paraphrase

• Using units of thought (sentences or phrases),
  rewrite the poem in your own language.
• A paraphrase is not a summary or an
  interpretation. It is a transcription of the
  authors ideas.

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P Paraphrase

• The more complex or obscure the poem, the
  greater the need for accurate paraphrasing.
• On your page, paraphrase to the right of the
  original text.

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C Connotation

• The authors use of language has impact on the
  reader.
• Individual words may carry emotional weight or
  the use of literary devices, such as imagery,
  personification, symbolism, and sound may affect
  the reader.

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C Connotation

• Underline the words or short phrases with
  emotional impact or power within the poem.
• Consider patterns or changes in use of
  connotative language throughout the text.

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A Attitude

• Reviewing the thoughts and literary devices of
  the poet should reveal understanding of the
  authors attitude.
• Write A under the poem and identify the
  attitude of the poems speaker.

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A Attitude

• Stretch your vocabulary to capture sophisticated
  emotions.
• Melancholy gt Sad
• Triumphant gt Glad
• Enraged gt Mad
• (See Tone Vocabulary Handout)

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A Attitude

• For later reference, remember that an author may
  adopt a particular attitude because it best suits
  his/her intent for reader response.
• Do not confuse the attitude in an individual
  piece of writing with the authors actual view on
  the topic.

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S Shifts

• Poems often convey developing understanding and
  new insight.
• Shifts within the poem may indicate other
  changes, and an alert reader attends to them
  carefully.

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S Shifts

• Key Words- ex. but, yet, however, although 
• Punctuation- used to support rhythm, establish
  meaning 
• Stanza Divisions- grouped by topic or idea
  unexpected breaks for effect

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S Shifts

• Topic
• Location or Time Period
• Emotional Openness or Distance
• Abstract or Concrete Imagery
• Syntax

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S Shifts

• Changes in Meaning- concrete, symbolic, allusions
• Changes in Diction- slang, formal, colloquial,
  jargon
• Changes in Sound- assonance, consonance,
  monosyllabic, polysyllabic

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S Shifts

• In the left margin, make small marks where the
  poem seems to shift in some manner.
• Note in the margin the type of shift
• occurring. Ex. time, location, emotional
  distance, diction

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T Title

• After reading the poem, review the title again.
• Write 2. near the title, and jot down your
  interpretation of the connection between poem and
  title.

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T Theme

• Identify some of the topics and issues of
  universal human experience inherent in the poem.
• Examples compassion, faith/ loss of faith,
  loyalty, fate, prejudice
• (See Theme Vocabulary Handout)

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T Theme

• Write 2-4 theme words at the bottom of the page.
• Use the most appropriate theme word to write a
  theme statement that conveys the authors message
  on a universal human issue.
• Theme statements reveal the authors message
  embedded within the poem.

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• The mind of the poet supplies a light to the
  minds of others, kindling their imaginations,
  helping them to live their lives.
• Jay Parini

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         from, Why Poetry?

• I spray the fire that extinguishes the heat
• Of living in a stereotypical poetic hell
• I spray the fire that freezes the mind
• Paralyzing your thoughts with my every line
• Until you feel the chills run down your spine
• And your thoughts become mine
• I spit my poetry
• I spit flames that will imprison you
• Jaylene Clark    Harlem Live, April
  23, 2009

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M. Moore 2009

• Many thanks to the outstanding members of the
  ISD High School Language Arts Scope, Sequence,
  Common Assessment Team
• Tonja Reischl, Amy McGinnis, Karla Walters,
  Karen Maguigad, Elizabeth Metcalf, Nan Alvey,
  Melanie Boaz