Mr. Go – ENG4U-01 - Poetry Unit
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Contemporary Poetry Media Assignment
Date Due: Print copy of assignment and drafts are due on the date listed on turnitin
[first day of presentations] whether you are presenting or not); email the ppt/image
files to speeritual@gmail.com by the day of your presentation.
Objective:
To connect with the poetic “experience” and reinterpret themes found in a poem.
Instructions:
#1.
Research your poet: research the life and temporal (time-related) context of your
assigned modern to contemporary (post 1900) poet (match your number to the list of
poets below). Take a look at their bibliography and sample works from early to late in
their career. Create a 100 word intro to your analysis using this information. You may
swap with one other person if you both agree to the exchange.
#2.
Select a poem (of 50 words min) and Interpret the piece (written): consider
your assigned poem using the Reading a Poem handout1 to brainstorm some
ideas and gather key quotations from the piece. Next, assemble these points into a
250-word GERRC paragraph (see handout for guidance on this) that analyzes the
poem’s theme as it is expressed through three aspects of the poem. Consider structure
(thematic, stanzaic), content (ideas), and style (use of poetic devices – two minimum).
#3.
Media Component: Illustrate the themes and symbolism of your poem through
song and either animation or visual plates (scanned series of 8.5 x 11” posters).
Figurative meaning should take priority over any literal translation of the poem. Use
the IMS Chart to help with this and include chart in your submission package.
#4.
The Presentation: be sure to submit your written report (see online for
submission guidelines and order) and a copy of the approved poem to teacher prior to
presenting. Begin by introducing yourself, the poet’s name, and the title of the piece.
Show a copy of the poem to the class onscreen or distribute copies (copy one for each
person or half the number to share). Present your dramatic reading of the poem to the
accompaniment of (instrumental) music and a succession of at least 8 – 10 images.
Follow that with a very brief outline of the author’s life and an explanation of three to
four of your ten images you chose to illustrate the symbolic level of the piece.
**see the Poetry Media Supplement – Image-Meaning-Symbol chart.
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To be distributed.
Mr. Go – ENG4U-01 - Poetry Unit
1. Langston Hughes
2. Joy Kogawa
3. Evelyn Lau
4. Sandra Alland
5. Phlip Arima
6. bill bissett
7. Di(onne) Brandt
8. Anne Michaels
9. Allen Ginsberg
10. Maya Angelou
11. Pablo Neruda
12. George Elliot Clarke
13. Roo Borson
14. Michael Ondaatje
15. Margaret Atwood
Print resources:
- Norton Anthology of Verse
- Viewpoints 12
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16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
W.H. Auden
Walt Whitman
R.M. Vaughan
Sky Gilbert
Silvia Plath
Audre Lorde
Lorna Crozier
George Bowering
Dorothy Livesay
Derek Walcott
Gwendolyn Brooks
Denise Levertov
Seamus Heaney
Kahlil Gibran
Wislawa Szymborska
- M.H. Abrams Glossary of Literary Terms
- The New Princeton Encyclopedia of Poetry and Poetics
Electronic resources:
Canadian Poets and sample works
http://www.library.utoronto.ca/canpoetry/index_poet.htm
Library website:
http://www.tdsb.on.ca/libraries/links.asp?schoolNo=3430
- Britannica, gale resources
Checklist (always refer to submission guidelines sheet prior to submitting assignment)
□ presentation notes (including copy of poem)
□ presentation (images) saved to memstick (AVOID relying on the Internet) – check that
your version works. School version of Powerpoint is no higher than 2003.
□ turnitin.com originality report (aim for under 20%, using original phrasing. Click on
the bar graph, the similarity index, in your portfolio to obtain this window)
□ Rubric filled out completely in pen
□ copy of poem (with your name and cited source) for evaluator submitted by ________
□ Final copy (see template, using MLA format), original title. Two paragraphs: bio
(with sources cited in body) and analysis (with cited line numbers for evidence)
□ Works Cited page (again, see template or refer to easybib.com)
□ Edited draft of bio and analysis – peer and self edited (get two initials) for logical
progression, cohesion of ideas, direct quotations embedded into grammar of analysis,
GERRC paragraph followed.
□ IMS chart with detailed examination of key lines and attention to third column.
□ optional: reading a poem analysis, outline of presentation image slides
Mr. Go – ENG4U-01 - Poetry Unit
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Poetry Media Presentation and Analysis
Date Due (use pen): ________________ Name (First and Last): _____________________
Poem, Author: _________________________________
Total _______ out of 30
Deductions (each -0.5): □ incomplete submission □ unprepared □ disruptive
Evaluation
Criteria
Poet’s
Biography
Out of 4:
_______
GERRC ¶
Poem Theme
& device
analysis
Out of 8:
__________
Media
Recreation
Out of 10:
___________
Presentation
Skills
/4
Format and
Process /4
Level 4
Level 3
Level 2
Level 1
Outline of Poet’s life (birth,
Outline of Poet’s life (birth,
death, dates, etc..) are
death, dates, etc..) are
Outline of Poet’s life
Outline of Poet’s life (birth,
succinctly outlined using
succinctly outlined using (birth, death, dates, etc..) death, dates, etc..) are
students own words,
students own words,
are succinctly outlined succinctly outlined using
including an original review
including an original review using students own words, students own words
of a sampling of the poet’s
of a sampling of the poet’s scantly laid out.
incoherently assembled.
work, clearly and
work, clearly laid out.
thoroughly laid out.
Clearly defined topic
Defined topic sentence sets Simple topic sentence
sentence sets theme focus theme focus for paragraph sets theme focus for
Simple topic sentence sets
for paragraph and the three and the three devices
paragraph but not the
theme focus for paragraph but
devices through which it is through which it is
three devices through
not the three devices through
channelled. Three distinct channelled. Three distinct which it is channelled.
which it is channelled.
devices are explained fully: devices are explained fully: Three distinct devices are Somedevices are vaguely
argument, cited proof,
argument, cited proof,
explained somewhat one treated including one of
explanation. Concluding explanation. Concluding of argument, cited proof, argument, cited proof, or
sentences synthesize and sentences synthesize and explanation is missing. explanation. No concluding
connect ideas to thesis.
connect ideas to thesis.
No concluding sentence. sentence. Arguments need
Deeply insightful
Well organized arguments Arguments are org’zed, more depth. (2-1)
arguments overall. (8-7)
overall. (6-5)
but shallow. (4-3)
Poem’s themes are
reinterpreted artistically,
Poem’s themes are
with high degree of depth
reinterpreted with some
Poem’s themes are
Poem’s themes are
and insight using audio
depth using audio and
reinterpreted with good
reinterpreted with little depth
and visual aspects that
visual aspects that begin
depth using audio and
using audio and visual aspects
enhance and expand the
to enhance and expand
visual aspects that enhance
that minimally enhance and
scope of the poem’s impact
the scope of the poem’s
and expand the scope of
expand the scope of the poem’s
beyond the literal confines
impact beyond the literal
the poem’s impact beyond
impact. Tends toward a literal
of the piece. Creation is a
confines of the piece.
the literal confines of the
interpretation of the piece.
piece of art in itself and
Creation is
piece. Creation has artistic
Creation is basic and/or
delves into the deeper
straightforward but
elements. (8 – 6)
confusing. (2-1)
layers of the poem (as
approaches figurative
revealed from the Reading a
meaning. (5 – 3)
Poem h/o) (10 -9)
Applies oral communication techniques (e.g.,
Applies oral
Applies oral
organization, examples,
communication
Little attention paid to oral
communication techniques
vocabulary, style, repetitechniques with
communication techniques.
with considerable
tion, voice projection, pace,
moderate effectiveness
(/1)
effectiveness (/3)
gestures, timing, eye
(/2)
contact, body language)
1st and final drafts edited 1stand final drafts edited.
thoroughly. All formatting Most formatting matches
matches instructions
instructions provided.
provided. (/4)
(/3)
One written draft, no
real final, few
No drafts. Little attention paid to
editions. Little
formatting (/1)
attention paid to
formatting (/2)
Mr. Go – ENG4U-01 - Poetry Unit
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4U Poetry Media Presentation Supplement
Use this chart to assist you in delving into the figurative meaning of the text and
translating those figurative and associated concepts into original concrete images.
#1.
Select seven to ten lines that stand out in the text (preferably ones that point to a
single theme) they can be rich in imagery, but this is not crucial. List these in the
far left column.
#2.
Underline key phrases or words in the lines selected.
#3.
Select one or two words or phrases from column one and list them in column
two. Using these words or phrases as a starting point, turn to the thesaurus
(first) to help you begin listing associated abstract ideas, associations (of what
does this word remind you – within and outside the context of the whole piece?).
You may begin with denotative (dictionary meaning) and move to connotative
meaning (associative). Branch out into other associative abstract meanings.
#4.
Select two or three abstract meanings from column two and list them in column
three. Begin to brainstorm concrete images (related to five senses) that can be
used to represent these abstract ideas. These may come from current news items,
TV shows, movies, images from the Internet or even your own visual art or
photography. Remember that the goal of this chart is to move AWAY from the
literal translation of the original lines (i.e., do not use wristwatches to signify
theline “stop all the clocks”).
#5.
Create a slideshow using PowerPoint® (or Keynote®), numbering your images
in the preferred order (e.g., 01.jpg, 02.jpg, 03.jpg etc) in a folder or create a visual
art piece that you photograph or scan.
#6.
Upload this ppt file to wikispaces: _____________________.wikispaces.com
Register for wikispaces.com with a username resembling but not identical to
your own.
#7.
Finally, think of a song (preferably without lyrics that appropriately captures the
essence of the themes of the piece). This will be played along with the slideshow
to accompany your dramatic reading of the piece. Media can include: snapshots
of film scenes (some media players allow you to do this), images taken from the
internet (cite these on your works cited page).
Mr. Go – ENG4U-01 - Poetry Unit
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Example IMS Chart for W. H. Auden’s “Funeral Blues”*
Key Lines (underline key words)
“Stop all the clocks, cut off the
telephone,/2prevent the dog from
barking with a juicy bone,” (1-2)
“Pack up the moon and dismantle
the sun,/ Pour away the ocean and
sweep up the woods” (
“He was my North, my South, my
East and West,/ My working week
and my Sunday rest,” (9-10)
2
Abstract Key ideas from figurative
meaning of underlined words: (use
thesaurus to start you off, but branch
into connotative or symbolic or
associative meanings
Stop: free, beat, pause, delay,
paralysis, fear
All the clocks: time, chronology,
events in order, arrested memory,
memorable moments
Dismantle: dissect, disintegrate,
destroy, falling apart, out of control,
chaos
NB: (Nota bene note well): “/” represents a break in the original line of text.
Concrete Images and symbols that
represent ideas in middle column
(to be considered for visual).
Paralysis: pause button on remote
(technology); persistence of memory –
painting by Dali (melting clocks)
Disintegrate: 9/11 – twin towers
Happiness/joy: reunion; presents
**Try to select more SUBTLE images
and avoid literal translation of
column 1)
Mr. Go – ENG4U-01 - Poetry Unit
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*Funeral Blues by W. H. Auden
Stop all the clocks, cut off the telephone,
Prevent the dog from barking with a juicy bone,
Silence the pianos and with muffled drum
Bring out the coffin, let the mourners come.
Let aeroplanes circle moaning overhead
Scribbling on the sky the message He is Dead.
Put crepe bows round the white necks of the public doves,
Let the traffic policemen wear black cotton gloves.
He was my North, my South, my East and West,
My working week and my Sunday rest,
My noon, my midnight, my talk, my song;
I thought that love would last forever: I was wrong.
The stars are not wanted now; put out every one,
Pack up the moon and dismantle the sun,
Pour away the ocean and sweep up the woods;
For nothing now can ever come to any good.
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10
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