Poetry 12 CP English

Unit
Concepts to be Covered & Assessed:
1. Form and Structure
2. Diction and Word Choice
3. Sound Devices
4. Poetic Analysis
Types of Poetry Learned:
• Lyric • Prose
• Sonnet • Psalm
• English • Hymn
• Italian • Epic
• Ballad
• Haiku
• Tanka

Final Assessment will be a poetry portfolio

filled with 5 original poems and 2 poetic
analyses.
 Poetry Unit Final Assessment:
Portfolio Including Poetic Analysis
(150 points)
• Part I: Personal Collection: total of 5 poems due after break 01/02
• Lyric Poem (15 points) due Friday, 12/5
• Sonnet (25 points) due Thursday, 12/11
• Haiku OR Tanka (10 points) due Wednesday, 12/17
• Prose OR Psalm OR Hymn (20 points) due Monday, 12/21
• Epic (30 points) due Monday, 01/05
*Must use all requirements from notes on poetic form, structure, devices, and
topic within each aforementioned poem*
• Part II: Poetic Analysis due 01/12
• Selected Poem (35 points)
• Original Poem (15 points)

Midterms: January 15 & 16

GET OUT YOUR LYRIC
POEM EXAMPLE…
If you were absent OR didn’t bring
one, please find any lyric poem on the
internet RIGHT NOW and copy it down
on a separate sheet of paper… mark
absent at the top.
LYRIC POEM
ACTIVITY
1. Identify if there is a rhyming scheme for
your lyric poem. Is there a line, phrase,
or word that is repeated?
2. What is the topic of the poem? What is
the overall mood created by the poem?
3. Does the poem seem personal and/or
emotional?
4. How many lines is the poem you chose?
5. What made you select this poem for
today?
LYRIC POEM
ACTIVITY
Now switch poems with a
partner… read the entire poem
and answer the same questions
from the previous slide based on
your peer’s poem.
LYRIC POETRY
• Originated by the Greeks
• Lyric Age: lyric poems were different than
the epic poetry the population was used
to.
• This was the 1st time in history that poets
told us their name and sang of their loves,
hates, triumphs and failures.
• Up to this point, the poetry was all about
heroic deeds of warriors and gods.
LYRIC POETRY
• Lyric poem: poetry that focuses on expressing
private emotions or thoughts
• Sonnets and Ballads are also examples of lyric
poetry
• Elements that make up a lyric poem:
• customarily accompanied by music
• brief
• intensely passionate
• emotional
• down-to-earth
RHYME SCHEMES
• There are a variety of “rhyming schemes” for
lyric poetry…
• Some examples:
• 1st & 2nd and 3rd & 4th each stanza rhyme
• 2nd and 4th lines of each stanza rhyme
• repeat a phrase or line throughout the stanzas
• ie. Starting with each line with the same
phrase or ending each verse with the same
line
• use a “chorus” of 2-4 lines in between stanzas
LYRIC POEM
ACTIVITY CONT’D
Now, go back and look at your book and your responses, do
you think that the poem you chose is a “typical” example of a
lyric poem?
ASSIGNMENT:
Writing your own lyric poem-

Topic Choices:

Love Hate Triumph Failure

Requirements:
• 2-4 verses, 1 chorus repeated
• Rhyme Scheme: use one of the examples mentioned before
• At least ONE piece of figurative language (simile, metaphor, hyperbole,
symbol, OR allusion)
• Rough draft: Handwritten or typed due Thursday, 12/4 ( quiz)
• Final draft: Typed, titled and included in portfolio due by end of class Friday,
12/5 (assessment)
LYRIC POEM:
ROUGH DRAFT DUE!
Agenda:
1. Self-Evaluation
2. Have someone else read your poem and then review your
answers…are there any disagreements? Allow your peer
to review your concerns for the final draft.
LYRIC SELF-
EVALUATION
1. What’s your topic? Why this topic?
2. What’s your intended mood?
3. What words do you want to stand out to the reader?
4. Is there a rhyming scheme? What is it? (AABB, ABAB,
ABCB) None? Why?
5. Is there a line, word, or phrase that repeats?
6. Do you have a chorus? How many lines make up the
chorus? And how many times does it repeat?
7. What are your concerns regarding your final draft at this
time?
LYRIC PEER
EVALUATION
1. What’s the author’s topic?
2. What’s is the tone regarding this topic? And what is the
overall mood? Does the mood change at all?
3. What words stood out to you? What was the example of
figurative language used?
4. Is there a rhyming scheme? What is it? (AABB, ABAB,
ABCB)
5. Is there a line, word, or phrase that repeats?
6. Do they have a chorus? How many lines make up the
chorus? And how many times does it repeat?
7. What is the overall meaning of this poem? What was
something you really liked about it?
AGENDA:
Final draft of the lyric poem due! 3 hole punch and place in
“portfolio”.
Author’s Chair ?
Sonnets and Ballads
SONNET
AND
BALLADS
12 CP ENGLISH
POETRY UNIT
 SONNET
Sonnet: a 14 line lyric poem, usually written in iambic
pentameter, that has one of several traditional rhyme schemes.
• 2 types: Petrarchan (Italian) and Shakespearean (English)

• Petrarchan (Italian) Sonnet

• 2 parts: An 8 line stanza called the octave where a problem
or question is posed (rhyme scheme: abbaabba) and a 6 line
stanza called the sestet where the answer or resolution is
presented (cdecde OR cdcdcd, OR ccdeed). At the end of the
octave or the beginning of the sestet, there is a line where the
poem begins to take an abrupt turn this is called the volta.
 PETRARCHAN Red: Octave
Blue: Volta
SONNET (ITALIAN) Black: Sestet

Sonnet 15 by Petrarch
Tears, bitten tears fall in a bitter rain,
And my heart trembles with a storm of sighs
When on your beauty bend my burning eyes,
For whose sole sake the world seems flat and vain.
But ah, when I can see that smile again,
That chaste, sweet, delicate smile, then passion dies
Withered in its own flaming agonies:
Gazing upon you, passion is lost and pain.
But all too soon my very soul is rocked
When you depart and with your passing dear
Pluck from my perilous heaven my stars, O Sweet!
Then at the last, but Love’s own keys unlocked,
My soul from our my body leaping clear
On wings of meditation finds your feet.
TEXTBOOKS
Turn to page 682 and read Sonnet 61 and To Helene and
complete the worksheet.
DO NOW:
1. Hand in “Sonnet 61” and “To Helene” homework
in the basket

2. Final draft of Lyric Poem due

• Rough draft, self and peer evaluations all must be
turned into manila folder

3. Get out Poetry Notes:

• We will finish notes on Ballads and English
Sonnets
 BALLAD
Ballad: a song or songlike poem, often from the oral tradition,
that tells a story.
• Most ballads have a rhythm and rhyme and use simple
language and refrains as well as other kinds of repetition.
• AKA- narrative songs

• Ballads were popular in the medieval age.

• They told the kind of sensational stories that make the
headlines of today’s tabloids– stories about murder, love,
revenge.
• Typical ballad stanza is a quatrain (4 line stanza) with the
rhyme scheme abcb.
SONNET
• Shakespearean (English) Sonnet
• 3 quatrains (4 lined stanzas that
express a related message)
following by a couplet (a 2 line
concluding stanza) with the rhyming
scheme of abab cdcd efef gg
COMPARISONS
Pages 678-679
 POETRY ASSIGNMENT
#2: SONNET
Write a sonnet using any topic that you choose but you
must follow the appropriate guidelines for the format
chosen (Italian or English)

Refer back to your notes on the two forms of a sonnet.

Use the sonnets discussed in class as examples.

You MUST include either a metaphor OR personification

as your figurative language.

Rough draft due Tuesday, 12/9

DO NOW:
•Please have out rough draft
of Sonnet on your desk!
Sonnet Self-Evaluation
1. What type of sonnet did you write?
2. What is the topic of your poem? If you wrote an
Italian sonnet, what is the problem or question
posed and what is the answer/solution you
provide?
3. What is the rhyming scheme of the entire sonnet?
4. What example of figurative language did you
use? Write out the line.
5. What are your concerns regarding your final draft
of your sonnet?
Sonnet Peer-Evaluation
Sonnet Self-Evaluation
1. What type of sonnet did they write?
2. What is the topic of the poem? If an Italian sonnet,
what is the problem or question posed and what is the
answer/solution you provide? What line was the volta?
3. What is the rhyming scheme of the entire sonnet?
4. What example of figurative language did they use?
Write out the line.
5. What words/phrases stood out to you? What was the
overall mood of the poem?
6. What do you think the intended attitude towards the
topic is (tone)?
Poetry Unit: Japanese Poetry
Tanka and Haiku
12 CP English
 Basic Definitions

Haiku: a brief,  Tanka: a five-line

unrhymed, Japanese poem
that evokes a
three-line poem
strong image or
developed in emotion through
Japan in the indirect means.
1600s
 Well-known form of Japanese poetry
usually about nature
 Elements that make up a haiku:
 Short! (traditionally 3 lines, 5-7-5, 17 syllables)
 Haikus usually express just one moment in time
(not what happened before or after)
 Imagery (use sensory details to paint a vivid
picture)
 But no similes or metaphors- keep it simple!
 Nature (typically about nature or using
seasonal references)
 Simple language (no need to be wordy; concise
is always best)
 Haiku Poets:
pg 449 in Elements of Literature
textbook
 Read the haiku’s by Matsuo Basho on pages 449-
450 and answer the “Thinking Critically”
questions on page 454 in complete sentences

Reminder:
 Mood is the overall emotion created by a work of
literature
 Tone is the author’s attitude towards a subject
 How to write a haiku…
 Write of a specific event or observation; do not write in
general terms.
 Write in the present tense.
 Try to indicate the feelings of the poet as she/he is writing
the poem.
 When describing an event, present it as an image.

For example, the following is NOT a traditional haiku:

I watched the rain
Drops as they splattered
Into the puddle.
As written by a 4th grade student, the same sentiment is
expressed as haiku:
Soft warm splattering
Echoing in circles
Settle in the puddle.
 *Tanka*
 Tanka means “short songs” in Japanese
 AKA brief lyrical poems
 Invented more than a thousand years ago
 Consists of exactly 31 syllables that are divided among 5 lines
 Traditionally: 3 lines have 7 syllables and the other 2 lines have 5
syllables
 Lines 1 and 3 – 5 syllables
 Lines 2, 4 & 5- 7 syllables

 Contains beauty and emotion through strong imagery …it’s just as

important in what the poet does not say as it is important as what
the poet does say. (direct vs. implied)
 Typically written about nature, seasons, love, sadness, or any
other strong emotion
 Contains similes or metaphors
How to write a tanka:

 What can create a strong emotion?

 You may want to incorporate art again if you are having
trouble selecting a subject.
 Vivid imagery (using sensory details to paint an image in
your reader’s minds)
 Include a simile or metaphor (YOUR TANKA MUST
DO THIS)
 Start the with a description of the image (lines 1 & 2)
 Then, write your response to this image (lines 3-5)
Thinking Critically about Tankas
pg 443-445 in Elements of Lit textbook

 Read the tankas on pages 443 & 444 and

answer the Thinking Critically questions IN
COMPLETE SENTENCES on page 445
 Put your responses on the same paper that you
did the Haiku Thinking Critically questions
Synthesia
Poetic Devices
End-jammed/End-stopped Lines
Masculine/Feminine Rhyme Schemes
 End Jammed vs. End Stopped
• End Jam: The sentence runs into the next line
• An example is from an extract from The Winter's Tale by Shakespeare is heavily
enjambed (end jammed).

I am not prone to weeping, as our sex

Commonly are; the want of which vain dew
Perchance shall dry your pities; but I have
That honourable grief lodged here which burns
Worse than tears drown.

• End Stop: The unit ends when the line ends

• An example of end-stopping can be found in the following extract from The Burning
Babe by Robert Southwell; the end of each line corresponds to the end of a clause.

As I in hoary winter's night stood shivering in the snow,

Surprised I was with sudden heat, which made my heart to glow;
And lifting up a fearful eye to view what fire was near,
A pretty babe all burning bright did in the air appear.
In this extract from The Gap by Sheldon Vanauken, the first and third
lines are end-jammed, while the second and fourth are end-stopped:

All else is off the point: the Flood, the Day

Of Eden, or the Virgin Birth—Have done!
The Question is, did God send us the Son
Incarnate crying Love! Love is the Way!
End-jammed or End-stopped?
“An Essay on Man: Epistle I”:

Then say not man’s imperfect, Heav’n in fault;

Say rather, man’s as perfect as he ought:
His knowledge measur’d to his state and place,
His time a moment, and a point his space.
If to be perfect in a certain sphere,
What matter, soon or late, or here or there?
The blest today is as completely so,
As who began a thousand years ago.
End-jammed or End-stopped?
William Carlos Williams’s “Between Walls”:

the back wings

of the

hospital where
nothing

will grow lie

cinders

in which shine
the broken

pieces of a green
bottle
Masculine vs. Feminine Rhyme
Schemes
• Choosing between masculine and feminine rhymes can change the tone
and feeling of your poem
• Feminine rhymes tend to create a more emotional and personal tone
• However, the vast majority of English poetry is written in Masculine
Rhyme.

• “Masculine” rhyme refers to rhyming words with their stressed final

syllable
• for example: cat/mat, refrain/complain, respect/collect, learn/return

• “Feminine” rhyme refers to rhyming words by their stressed penultimate

(second to last) syllable;
• for example: keeping/weeping, smarter/barter, fire/desire, collection/correction
Anaphora
• The term “anaphora” comes from the Greek for “a carrying up
or back," and refers to a type of parallelism created when
successive phrases or lines begin with the same words, often
resembling a litany.
• The repetition can be as simple as a single word or as long as
an entire phrase. As one of the world’s oldest poetic
techniques, anaphora is used in much of the world’s religious
and devotional poetry, including numerous Biblical Psalms.
• Not only can anaphora create a driving rhythm by the
recurrence of the same sound, it can also intensify the emotion
of the poem.
Elizabethan and Romantic poets were masters of anaphora, as
evident in the writings of William Shakespeare. Shakespeare
frequently used anaphora, in both his plays and poems.

For example, in Sonnet No. 66, he begins ten lines with the word
“and”:

“Tired with all these, for restful death I cry,

As to behold desert a beggar born,
And needy nothing trimm’d in jollity,
And purest faith unhappily forsworn,
And gilded honour shamefully misplac’d,
And maiden virtue rudely strumpeted,
And right perfection wrongfully disgrac’d,
And strength by limping sway disabled
And art made tongue-tied by authority,
And folly--doctor-like--controlling skill,
And simple truth miscall’d simplicity,
And captive good attending captain ill:
Tir’d with all these, from these would I be gone,
Save that, to die, I leave my love alone.”
Poetry Unit (3)
Writing prose, psalms, hymns, and epic poetry.
 Prose/Psalm/Hymn
• You will choose one of the following types of poems and
create an original piece following the guidelines of the type
you select.

• Prose: Prose poetry looks a lot like an excerpt from a

narrative. A prose poem tells a story.
• While it lacks the line breaks associated with poetry, the prose poem
maintains a poetic quality, often utilizing techniques common to
poetry, such as fragmentation, compression, repetition, and rhyme.
• The prose poem can range in length from a few lines to several pages
long, and it may explore a limitless array of styles and subjects.

Read More Examples: http://www.prose-poems.com/examples.html

 Prose/Psalm/Hymn
• Hymns: Hymns are like prayers that can be turned into songs.
Hymns are usually “composed” with the intent of putting it to
music.
• Hymns usually include rhyme or repetition (select one) and
end with the “best” line

• Options: Write your own, original hymn OR write 2 stanzas to

a hymn that already exists

Tip for Getting Started: Select a verse or passage from a religious based
text (such as the Bible) and use that as inspiration or select phrases/lines
that can be included in your hymn
 Prose/Psalm/Hymn
• Psalm: Psalms are also known as prayers or songs
• The psalms cover the full range of human emotion through prayers, cries, questions,
laments and praises to a higher power
• Do not need to rhyme or be repetitive, but do include other poetic devices such as
extended metaphors or similes and imagery

• Topics to choose from:

1) praise
2) ask for help
3) gratitude
4) ask for forgiveness
5) Worship

• Psalms usually provide encouragement, joy, faith and hope.

Tips to writing a psalm: http://

www.fellowshipnwa.org/Websites/fellowshipnwa/images/Visitors/How_To_Write_a_Psal
m.pdf
Assignment #1: Prose/Psalm/Hymn
Assessment Score: 15 points
• Follow the guidelines of the type you choose to write about

AND ALSO….
• Must be 8 lines (2 verses)
• Must have rhyme OR repetition
• Must include an anaphora
• Must include imagery

Rough draft due: Friday, 12/20

Final draft (typed, titled and in portfolio) due: January 2, 2014
Antithesis
Assignment #2: Epic Poem
Assessment Score: 25 points
Epic Poem: Writing about a larger than life figure!
Assignment:
Write about a hero (can be yourself, family member, god/goddess,
superhero) and tell about an adventure where the hero was assigned
a “task” or job to do and their journey to complete this assignment
then the hero’s return home;
• Must include super power but ALSO a flaw that derails the
hero’s journey
• Does not HAVE to rhyme but must be 20 lines!
• Must include at least 2 end-jammed and 2 end-stopped lines
• Must include an antithesis

• Rough draft due: Friday, 12/20

• Final draft (typed, titled and will go in portfolio): due 01/02