Study Guide Packet for a brief lesson in

Poetry
This packet contains:

*A page for notes on poetry: basic info, haikus, and sonnets

*Formulas for the “I Am” poem and the “I Am Not” poems that you will be writing
*Questions pages – to be answered on poems that we cover
*Poems not contained in the textbook
*Response page – for individual RRJ style responses to the poems that we cover

Pick 2 of the following 3 options to be added:

______Extend and perfect a response to a poem
1 page typed, double spaced throughout, 12
point font, with a 1 inch margin all around
______Write an original Sonnet
______Write 5 original haikus

***This packet and add-ons are due on

Monday, 11/15.
Notes

Basic information on poetry:

Haiku:
The Sonnet:

A sonnet is a:

Iambic Pentameter:

Rhyme scheme:

Italian (or _________________________) --

Elizabethan (or _______________________) --

Thought structure:

Octave/sestet –

Quatrain/quatrain/couplet --
 I AM

I am (one special characteristic you have) 1

I hear (something you hear on a regular basis) 2

I see (something you see on a regular basis) 3

I want (an actual desire) 4

I am (another special characteristic you have) 5

I feel (a feeling about something) 6

I worry (something that really bothers you) 7

I cry (something that makes you very sad) 8

I understand (something you know is true) 9

I say (something you believe in) 10

I dream (something you actually dream about) 11

I try (something you really make an effort about) 12

I hope (something you actually hope for) 13

I am (repeat the characteristics from lines 1 and 5) 14

**rhyme lines:
1 and 3
2 and 4
5 and 7
6 and 8
9 and 11
10 and 12
13 and 14
 I AM NOT

I am not (one special characteristic you do not have) 1

I do not hear (something you do not hear on a regular basis) 2

I do not see (something you do not see on a regular basis) 3

I do not taste (something you do not taste – literally or figuratively) 4

I do not touch (something you do not touch) 5

I do not smell (something you do not smell) 6

I do not feel (something that you do not feel) 7

I am not (repeat line 1) 8

I do not understand (something you do not understand) 9

I do not say (something you do not believe in) 10

I do not dream (something you do not dream about) 11

I do not fear (something that does not scare you) 12

I do not hope (something you do not hope for) 13

I am not (repeat line 1) 14

**rhyme lines:
1 and 4
2 and 3
5 and 8
6 and 7
9 and 12
10 and 11
13 and 14

Study Guide Questions for poems that we will read:

Your group’s poem based on The Odyssey:

**Please copy questions provided in the “Review and Assess” section of your textbook.
Read “Dream Deferred” and “Dreams” by Langston Hughes (pages 904-905 in your textbook)
Answer the following questions:

1. Define defer (present tense of deferred)

2. The lines of “Dream Deferred” appeal to the most of the five senses. Find these lines and explain how they
appeal to a particular “sense.”

3. How do these lines impact the poem?

Answer questions 4, 5, and 6 from “Review and Assess” on page 905.

Excerpt from Walt Whitman’s Leaves of Grass:

The spotted hawk swoops by and accuses me—he complains of
my gab and my loitering.    

I too am not a bit tamed—I too am untranslatable; 

I sound my barbaric yawp over the roofs of the world.1330   

The last scud of day holds back for me; 

It flings my likeness after the rest, and true as any, on the
shadow’d wilds; 
It coaxes me to the vapor and the dusk.    

I depart as air—I shake my white locks at the runaway sun; 

I effuse my flesh in eddies, and drift it in lacy jags.1335   

I bequeathe myself to the dirt, to grow from the grass I love; 

“Penelope” by Dorothy Parker If you want me again, look for me under your boot-soles.    
In the pathway of the sun,
In thethat
Poems footsteps of the
are not breeze,
in your textbook: You will hardly know who I am, or what I mean; 
Where the world and sky are one,
But I shall be good health to you nevertheless, 
He shall ride the silver seas,
And filter and fibre your blood.1340   
He shall cut the glittering wave.
I shall sit at home, and rock;
Rise, to heed a neighbor's knock; Failing to fetch me at first, keep encouraged; 
Brew my tea, and snip my thread; Missing me one place, search another; 
Bleach the linen for my bed. I stop somewhere, waiting for you.
They will call him brave
“To the Virgins, To Make Much of Time”
By Robert Herrick

GATHER ye rosebuds while ye may,

    Old time is still a-flying :
And this same flower that smiles to-day
    To-morrow will be dying.

The glorious lamp of heaven, the sun,

    The higher he's a-getting,
The sooner will his race be run,
    And nearer he's to setting.

That age is best which is the first,

    When youth and blood are warmer ;
But being spent, the worse, and worst
    Times still succeed the former.

Then be not coy, but use your time,

    And while ye may go marry :
For having lost but once your prime
“Introduction to Poetry”
    You may for ever tarry.
by Billy Collins (poet laureate of the US)

Shakespeare’s Sonnet 18: I ask them to take a poem

Shall I compare thee to a summer's day?
Thou art more lovely and more temperate.
Rough winds do shake the darling buds of May,
And summer's lease hath all too short a date.
Sometime too hot the eye of heaven shines,
And often is his gold complexion dimmed;
And every fair from fair sometime declines,
By chance, or nature's changing course untrimmed.
But thy eternal summer shall not fade
Nor lose possession of that fair thou ow'st;
Nor shall death brag thou wand'rest in his shade,
When in eternal lines to time thou grow'st,
So long as men can breathe or eyes can see,
So long lives this, and this gives life to thee.
and hold it up to the light
like a color slide
or press an ear against its hive.
I say drop a mouse into a poem
and watch him probe his way out,
or walk inside the poem's room
and feel the walls for a light switch.
I want them to waterski
across the surface of a poem
waving at the author's name on the shore.
But all they want to do
is tie the poem to a chair with rope
and torture a confession out of it.

They begin beating it with a hose

to find out what it really means.

Responses to the various poems that we read:

**Please use a separate sheet of loose leaf to continue your responses if necessary