Poetry+Unit+First+Semester

rss url="http://indiefeedpp.libsyn.com/rss" link="true" number="10" ADVANCED PLACEMENT**ENGLISH** • NICHOLSON Poetry Response Assignment

Students sometimes cringe when they learn that a major focus of this course is poetry. As children most of you loved poetry, reciting nursery rhymes and chanting limericks. What happened ? We don’t have the answer, but one of our goals this year will be to rekindle your enthusiasm for and appreciation of poetry. Laurence Perrine suggests, “People have read poetry or listened to it or recited it because they liked it, because it gave them enjoyment. But this is not the whole answer. Poetry in all ages has been regarded as important, not simply as one of several alternative forms of amusement, as one person might choose bowling, another, chess, and another, poetry. Rather, it has been regarded as something central to existence, something having unique value to the fully realized life, something that we are better off for having and without which we are spiritually impoverished.” John Ciardi writes, “Everyone who has an emotion and a language knows something about poetry. What he knows may not be much on an absolute scale, and it may not be organized within him in a useful way, but once he discovers the pleasure of poetry, he is likely to be surprised to discover how much he always knew without knowing he knew it. He may discover, somewhat as the character in the French play discovered to his amazement that he had been talking prose all his life, that he had been living poetry. Poetry, after all, is about life. Anyone who is alive and conscious must have some information about it.” This year we are approaching poetry two ways. We are studying some poems in class, learning about the tools and devices poets use in their craft, talking about what a poem means or how it made you feel, or seeking answers to questions we raised while reading or studying. We might call this our structured or formal study of poetry. But we are also studying poetry informally through poetry responses. You will be writing responses about every week. Please look closely at the list of dates to know when these responses are due. You will have a different list of poems each quarter. Your first job is to get to know them. To that end, you will read all the poems from the list at least once every week. Read them at different times, in different places, and in different moods. You will notice how the poems will reveal themselves to you over the weeks. Although you will only respond on paper to only two poems for each assignment, you want to become acquainted with all the poems on the list. You will be quizzed on one poem per assignment date (every Monday). You will NOT be notified in advance of the quiz or poem you will be quizzed on. For each assignment date, you will also choose one poem from the list and write a HW response to that poem. These responses are to be a minimum of about 200 words, or the equal of one typed page. Use the from below to "turn in" your response. You may approach this assignment several ways. Sometimes students write an analysis of the poem. They explain what is going on in the poem and relate what they think the theme is. Others begin with the theme and elaborate on that, while some apply the poem to themselves by relating a personal experience. Occasionally a student will write a response on one line from the poem. What you do with the response is up to you as long as you say something. Students who explain that they “could not understand the poem no matter how” they tried do not get credit. You will not like all the poems, but if you choose to write that you dislike a poem because of its content or style, support that with concrete detail.

Choose one of the following poems for each of the poetry responses. Use a poem once only during the quarter. Write on one poem only for a poetry response.

Yousif al-Sa’igh, “An Iraqi Evening,” Margaret Atwood, “February,” Elizabeth Bishop, “The Fish,” Anne Bradstreet, “To My Dear and Loving Husband,” Gwendolyn Brooks, “We Real Cool” Randall Jarrell, “The Death of the Ball Turret Gunner,” E. E. Cummings, “In Just—,” John Donne, “Death, be not proud,” H. D., “Heat,” Linda Pastan, “Pass/Fail,” Robert Hayden, “Those Winter Sundays,” Seamus Heaney, “The Forge,” Robert Herrick, “To the Virgins, to Make Much of Time,” Langston Hughes, “The Negro Speaks of Rivers,” John Keats, “La Belle Dame sans Merci,” Millay, “I will put Chaos into fourteen lines,” Robert Morgan, “Overalls,” Sharon Olds, “Rites of Passage,” Marge Piercy, “The Secretary Chant,” Henry Reed, “Naming of Parts,” Theodore Roethke, “My Papa’s Waltz,” Shakespeare, “When, in disgrace with Fortune and men’s eyes,” Shelley, “Ozymandias,” Cathy Song, “The Youngest Daughter,” Phillis Wheatley, “On Being Brought from Africa to America,” Walt Whitman, “When I Heard the Learn'd Astronomer,” Richard Wilbur, “A Late Aubade,” William Carlos Williams, “This Is Just to Say,” William Wordsworth, “The world is too much with us,” William Butler Yeats, “Sailing to Byzantium,”

Career Center, Winston-Salem, North Carolina
AP English Lit & Comp Poetry Portfolio – 2008 – 350 Points Requirements -- Read directions carefully! Remember to submit all elements with final portfolio, including those that did not have due dates specified in the chart, such as the works cited page, the table of contents, the creative element, etc. Schedule of Due Dates Rubric Essay Prompts SOAPSTone TPCASST

 The portfolio is a collection of poetry of your own choosing. You must meet certain requirements, but the content is of your own choice. You will select 15 quality poems that you particularly enjoy, that have personal meaning to you, or that you feel are significant to include. Although the choice is yours, I would encourage you to look for poetry by a variety of authors, styles, and forms, but I want to stress that the choices should reflect poetry that you enjoy. All material in the portfolio must be typed, using 12-point, easy-to-read fonts. Double-space essays. You may hand letter creative elements, but everything else I grade must be typed. If you are skilled and have the technology, you may create a website in lieu of a paper portfolio. Either way, ALL technology issues are yours to figure out and deal with.

¨ An attractive cover page with a creative title (//not// Poetry Portfolio, please), and your name ¨ A Table of Contents that lists titles, authors, and page numbers ¨ 1 poem with an explication essay ¨ Following the examples of explication from “Empty House” or from “A Study of Reading Habits” on p. 370 in //Sound & Sense//, or the instructions on this website @http://www.unc.edu/depts/wcweb/handouts/poetry-explication.html, write an explication essay. ¨ 1 poem with an AP style essay ¨ Using one of the [|poetry prompts] of your choice from the list below, respond to a poem in an AP style essay in which you connect the rhetorical strategies the poet uses to the meaning of the poem. Concentrate on the strategies that you feel are most important in the poem rather than trying to deal with all of them. Include the prompt you are answering at the top of the essay. ¨ 2 poems with one AP style compare and contrast essay for the pair ¨ Use/adapt the [|sample prompt] and respond to two poems that you compare in essay format. Include the prompt with the essay. You may use your Bedford literature books to find good examples of poems to compare/contrast. ¨ 4 poems with one of the pre-writing strategies used to analyze the poem ¨ Explicate 3 poems using one of the pre-writing strategies: **[|SOAPPSS]tone**, **[|TP-CASTT], or an others you have in the ink monster**. You may choose the same strategy for all three poems if you wish. ¨ Use the dialectical journal for one of the 4 poems. Journal on the entire poem,all the lines. **Each** **of these four poems should include your “beautifully ugly” annotations. Include one “beautifully uglified ” copy of each poem and one non-annotated copy so I can read the poems. (Or, you may use Word to annotate the poem if you wish. In this case, one copy of each poem suffices.) ¨ 3 poems with journal style personal reflections about the poetry ¨ Create a personal reflection about your reactions to 3 poems. For example, you could include a favorite line or image from each poem and tell why the line or image is important to you or why you find it memorable. You could also compare and contrast two or three poems by the same author and draw some conclusions about why this writer’s work appeals to you, but be sure to deal with each of the poems. Another option would be to deal with ways in which the work of one poet reminds you of that of another poet. In any these entries, include specific references to lines or ideas, but concentrate on your personal reactions more than analysis. Remember that you want to show why these poems have special meaning to you. ¨ 4 additional poems you like ¨ A creative element of your choice ¨ You may do this by writing original poetry, creating a dialogue between two of the poets about their ideas, illustrating key images for some of the poems, or finding some other imaginative way to bring poetry to life. To meet this part of the requirement type up a brief explanation of what you did and why you chose that method. What does this choice show about the way you approach poetry? ¨ Works Cited list: sources of all poems should be given using perfect MLA style on a works cited page at the end of the portfolio. Here is a [|sample works cited page]. ** If you do not present your work on the given due date, you will lose the “Deadline & Instructions Met Points.” The work is due on the date listed, even if you are absent. There is no recovery for these points. ** Poetry Portfolio Rubric ** 5 = exemplary 4 = excellent 3 = acceptable 2 = weak 1 = poor or incomplete
 * Your portfolio should be comprised of the following:**
 * Assignment || Due Date ||
 * Bring 6 poems of choice to class. || 1-4 ||
 * 3 poems w/personal reflections on each || 1-4 ||
 * 4 poems w/ one of the pre-writing strategies, including 1 w/ dialectical journal || 1-4 ||
 * 1 explication essay || 1-4 ||
 * 1 AP style essay on single poem || 1-6 ||
 * || 1-8 ||
 * Final portfolio (including all elements) || 1-11* ||
 * 300 points + 50 points from Deadline & Instructions Met Points = 350 points**
 * Since not all elements are equal in importance, you cannot add the scores to arrive at a final grade. The rubric is meant to show you the strengths and weaknesses of your work.**

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Attractive cover page Table of contents Variety of 15 poems you like Neat, attractive final product Source documentation/correct MLA format

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3 required journal –style personal reflections Poetry connects to personal experience or preferences Specific references to lines or ideas Quality of writing Correct use of conventions

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4 required pre-writing strategies One poem is dialectical journal style, complete, all lines are journaled Completeness of analysis Textual support Method connects meaning, attitude, and technique Depth/validity of interpretation – both literal and metaphorical Correct use of conventions

Poetry explication essay – single poem 1 2 3 4 5
1 required analysis essay Essay connects meaning, attitude, and techniques Depth/validity of interpretation – both literal and metaphorical Textual support Quality of writing style Original thought Correct use of conventions

Poetry AP style essay – single poem 1 2 3 4 5
1 required analysis essay Essay addresses the prompt completely; connects meaning, attitude, and techniques Depth/validity of interpretation – both literal and metaphorical Textual support Quality of writing style Original thought Correct use of conventions

Poetry AP style essay – compare/contrast two poems 1 2 3 4 5
1 required compare/contrast analysis essay Essay addresses the prompt completely; connects meaning, attitude, and techniques Depth/validity of interpretation of both poems – both literal and metaphorical Balanced discussion of both poems Textual support Quality of writing style Original thought Correct use of conventions

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Enhances the quality of the project Evidence of effort/thought Shows connection to personal interest Explained as per instructions

 S**peaker – The voicethat tells the story:remember the speaker and poet may not be the same** O**ccasion – The time and the place of the piece; the context that prompted the writing.** A**udience – The group of readers to whom this piece is directed.** P**urpose – The reason behind the text. What does the writer want the poem to accomplish?** S**tyle -- Rhetorial strategies used to create meaning** S**ubject – W hat is the topic and what is the poetis saying about the topic (theme); What does the poet want you toconsider or understand?** Tone **– The attitude of the author;Attitude/toneis created with diction, details,imagery, and syntax.

** T**itle – Ponder the title before reading; what associations it has for you.** P**araphrase – Translate each stanza into your own words.** C**onnotation – Think about what meaning the poem may have beyond the literal.** A**ttitude- Consider both the speaker’s and the poet’s attitude and tone. Attitude/tone is created with diction, details, imagery, and syntax.** S**hifts- Note shifts in attitudes, subject matter, meaning, etc.** T**itle – Examine the title again, this time on an interpretative level.** T**heme- Determining what the poet is saying. What does the poet want you to consider or understand ?  · Read carefully the following poem by about __. Then write an essay in which you describe the speaker’s attitude toward__ _. Using specific references to the text, show how the use of language reveals the speaker’s attitude. ==
 * Read the following poem carefully. Then write an essay in which you discuss how use of language in the poem determines the reader’s response to the speaker and his situation.
 * Read the following poem carefully. Then write an essay in which you discuss the ways in which the author’s style (diction, imagery, selection of detail) reveals his feeling about what he recalls and cannot remember about his youth.
 * Read the following poem carefully. Write an essay in which you discuss how the choice of detail, diction, and syntax are used to reveal the speaker’s attitude to the subject.
 * Read the following poem carefully. Then write a cohesive essay in which you show how the language of each stanza reveals the perceptions and feelings of the speaker.
 * Read the following poem by carefully. Then write a well-organized essay in which you briefly summarize its content and discuss how the diction and imagery reveal the speaker’s attitude toward _.
 * Write a well-organized essay in which you discuss how the imagery of the last __ _( number)___ stanzas is related to and different from the imagery of the first ___(number)___ stanzas. Explain how this difference determines the tone and meaning of the poem as a whole.
 * In the following passage, which comes from the author’s autobiographical poem ___, the speaker encounters unfamiliar aspects of the natural world. Write an essay in which you trace the speaker’s //changing responses// to his experience and explain how they are conveyed by the poem’s diction, imagery, and tone.__
 * __Read carefully the following poem by__ ___. Then write a well-organized essay in which you discuss how the poem’s controlling metaphor expresses the complex attitude of the speaker.__

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= __·__ __The following two poems are about__ _. Read the two poems carefully. Considering such elements as speaker, diction, imagery, form, and tone, write a well-organized essay in which you compare and contrast the speakers’ views of __.=

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