1
Private______________________________________________________
For the next six days your first objective is to immerse yourself in poetry study as it relates to sharing an analysis of your chosen poem, practicing with multiple choice exam questions, and writing practice AP exam prompts.
Your second objective is to practice with the open free-response prompt which is the third portion of the writing section on the AP exam.
What follows is a table of contents. You will need to be in continual contact with your supervisor, Sargent Hanze,l as to where you are at any given day in the process of this boot camp. Credit will be determined by your engagement during the class period which may look different for each student. You have the potential to earn up to _______ points.
PAGE 2 --Shared Poem Analysis -- 25 points (mandatory)
 Choose a poem from Perrrine's to analyze and share with at least one other person in the class.
PAGE 3-6 --Poetry Breakdown
 Use this chart to study various aspects of poetry that you especially want to muscle up on by looking at the
terms and doing the suggested activities with their coordinating chapters in the Perrine's.
AS NEEDED--English Literature and Composition Exam Section I: Poetry Multiple Choice Tests
 These practices will be available from me starting on Tuesday.
If you are absent on any given day this week, check this site out
 http://www.appracticeexams.com/ap-english-literature
PAGE 8-9 --English Literature and Composition Exam Section II: Poetry Essay Prompts
 I can quick score these for you and we can visit about the 1-9 scale and how it relates to your writing.
--English Literature and Composition Exam Section II: Open Prompts Essay
Page
For this section you need to review cue cards, tests/quizzes, background, and projects as they relate to
A Glass Menagerie, Frankenstein Death of a Salesman, A Doll’s House, Tale of Two Cities, Grapes of Wrath,
The Crucible, Oedipus Rex ...and the independent novels you have read over the last three years or so.
 I can quick score these for you and we can visit about the 1-9 scale and how it relates to your writing.

2
Create a document, either handwritten or typed, of an analysis including an annotated version of your chosen poem. (
(You should be able to find a copy of your poem on the internet.)
Your group can follow along in the Perrine's.
Include all rubric requirements. Your analysis can be a combination of your annotation along with written/typed remarks, observations, explanations, etc.
Use this page as a cover for your document as well as a guide for your share. Check this assignment in with me prior to your share which should include the cover page, annotation, and analysis.
When sharing your poem, let your peers read it to themselves first, then you need to read it aloud as an interpretation before sharing. Share it aloud as your peer(s) follow along with you.
_____form/type/structure
_____ author background
_____ period background of poem
_____Why were you drawn to this poem?
_____ This poem is written in the ___________(1st or 3rd ) person point of view.
_____ Who is the speaker?
_____ What is the basic situation? Summarize the poem—give us the premise.
_____What is the poem’s setting?
_____ Are there conflicts in the poem? If so, what are they?
_____ What kind(s) of imagery do you see most often in the poem? Give some examples.
_____ Does the poem have meter? If so, what is it?
_____ Does your poem have a rhyme scheme? If so, what is it?
_____ What other sound devices (alliteration, assonance, onomatopoeia, meter) have been
included by the poet? Give examples of each.
_____ What figures of speech are included ( metaphor, simile, personification, hyperbole,metonymy, apostrophe, etc. )?
Include examples and explain the effect each one has on your understanding and appreciation of the poem.
_____What is the mood of this poem? Explain…Is there a mood shift? Explain?
_____Identify words which have a connotative meaning which help to clarify the authors tone. Explain each example.
_____What is the author’s tone (his or her attitude toward the subject?)
_____ Explain the significance of the poem’s title.
_____ Briefly summarize the poem
_____Is there anything else that is significant?
_____Based on your analysis, what do you think is the author’s purpose in writing this poem? That is, what universal truth does he/she want to share with his/her readers (theme)

3
#
1
2
Chapter in Perrine's
3 (686)
Denotation and
Connotation
4 (701)
Imagery
Terms denotation, connotation imagery: 7 kinds
Poems
1. There is no frigate like a book (686)
2. Naming of Parts
(692)
Activities
Create two lists of 10 words each-under the categories of denotation and 10 under connotation . Explain
(albeit briefly) how the words in the second list connote?
1. After Apple Picking
(708);
“Pick” the seven types of imagery out of these poems and label them appropriately.
2. Those Winter
Sundays (709)
3 5 (714)
Figurative
Language I
4 6 (734)
Figurative
Language II metaphor, simile, personification, apostrophe, metonymy
Dream Deferred (732);
To His Coy Mistress
(730)
1. Pull out the evidence from each poem for each figure of speech
(terms).
A Valediction
Forbidding Mourning
4(729)
2. Read Toads (727) and respond to the post-questions as a *whole. symbol, allegory 1. The Road Not Taken
(735)
1. Read The Road Not Taken and
The Writer-- respond to the post questions as a *whole.
2. The Writer (750)
5
6
8
7 (756)
Figurative
Language III
8 (78)
Allusion
10 (804)
Tone paradox, overstatement, verbal irony, sarcasm, satire, irony allusion
Incident (759);
Ozymandias (765)
Read My Last Duchess and
Ozymandias and annotate for terms.
You will find copies of these on page 5 and 6.
"Out, Out--" (853);
Miniver Cheevy (858)
Explain the allusion and how it enhances your understanding of the the following poems: Out, Out--" ;
Miniver Cheevy these two poems.
7 9 (791)
Meaning and Idea total meaning, prose meaning tone
Lovliest of Trees (793) 1. Explain the overall meaning of
Lovliest of Trees (793)
Stopping by the Woods on a Snowy Evening
(793)
Stopping by the Woods on a Snowy
Evening (793)
2. Read On the Sonnet and Sonnet
(798) Answer the questions to both sonnets .
Choose three of the poems in this chapter and in a paragraph for each-describe the tone.

4
9 11 (822)
Musical Devices
Can you identify a tone or mood shift?
alliteration, assonance, consonance, rime or rhyme
(different types), couplet
We Real Cool (831);
Parting, Woman
Work(832) Blow, blow, thou winter wind (830);
Nothing Gold Can Stay
(837)

Read these poems aloud
(preferably with a partner) and talk about the terms and how they are musical.
10 12 (838)
Rhythm and Meter meter, rhythm, verse, prose, foot, stanza, scansion, free verse, blank verse, iambic meter, run-on line
(enjambment)
Constantly Risking
Absurdity (860); The
Using any and all of the poems in this chapter--"assign" the poem to
Fifteenth Summer (937). the most obvious term of rhythm and meter.
11 13 (865)
12
Sound and Meaning
14 (881)
Pattern onomatopoeia, euphony, cacophony
A Fire Truck (880)
Black Berry Eating
(879)
Recital (877)
Identify the allusions in Sound and
Sense.
Identify the sound terms in A Fire
Truck, Blackberry Eating and
Recital. structure, continuous form, stanzaic form, fixed form, sonnet, sestet
On First Looking into
Chapman's Homer
(965); That Time of
Year (966); Do Not Go
Gentle (968)
Scavenger Hunt: Which pattern term goes with which poem?
13 15 (903)
Evaluating Poetry sentimentality, didactic , theme, central purpose, paraphrase
Find the poems that focus on the two terms that are underlined.
What idea is one of the didactic poems trying to teach/preach?
How is one of the poems sentimental?
Percy Shelley
I met a traveller from an antique land
Who said: "Two vast and trunkless legs of stone
Stand in the desert. Near them on the sand,
Half sunk, a shattered visage lies, whose frown
And wrinkled lip and sneer of cold command
Tell that its sculptor well those passions read
Which yet survive, stamped on these lifeless things,
The hand that mocked them and the heart that fed.
And on the pedestal these words appear:
`My name is Ozymandias, King of Kings:
Look on my works, ye mighty, and despair!'
Nothing beside remains. Round the decay
Of that colossal wreck, boundless and bare,
The lone and level sands stretch far away".
Herbert J.C. Grierson, ed. (1886–1960).
Metaphysical Lyrics & Poems of the 17th C.
1921.

5
B ATTER my heart, three person'd God; for, you
As yet but knocke, breathe, shine, and seeke to mend;
That I may rise, and stand, o'erthrow mee,'and bend
Your force, to breake, blowe, burn and make me new.
I, like an usurpt towne, to'another due, 5
Labour to'admit you, but Oh, to no end,
Reason your viceroy in mee, mee should defend,
But is captiv'd, and proves weake or untrue.
Yet dearely'I love you,'and would be loved faine,
But am betroth'd unto your enemie: 10
Divorce mee,'untie, or breake that knot againe;
Take mee to you, imprison mee, for I
Except you'enthrall mee, never shall be free,
Nor ever chast, except you ravish mee.
My Last Duchess BY ROBERT BROW NING 1812 –1889
That’s my last Duchess painted on the wall,

Looking as if she were alive. I call
That piece a wonder, now: Frà Pandolf’s hands
Worked busily a day, and there she stands.
Will ‘t please you sit and look at her? I said
‘Frà Pandolf’ by design, for never read
Strangers like you that pictured countenance,
The depth and passion of its earnest glance,
But to myself they turned (since none puts by
The curtain I have drawn for you, but I)
And seemed as they would ask me, if they durst,
How such a glance came there; so, not the first
Are you to turn and ask thus. Sir, ‘t was not
Her husband’s presence only, called that spot
Of joy into the Duchess’ cheek: perhaps
Frà Pandolf chanced to say, ‘Her mantle laps
Over my lady’s wrist too much,' or ‘Paint
Must never hope to reproduce the faint
Half-flush that dies along her throat:' such stuff
Was courtesy, she thought, and cause enough
For calling up that spot of joy. She had
A heart -- how shall I say? -- too soon made glad,
Too easily impressed; she liked whate’er
She looked on, and her looks went everywhere.
Sir, ‘t was all one! My favour at her breast,
The dropping of the daylight in the West,
The bough of cherries some officious fool
Broke in the orchard for her, the white mule
She rode with round the terrace -- all and each
Would draw from her alike the approving speech,
Or blush, at least. She thanked men, -- good! but thanked
Somehow -- I know not how -- as if she ranked
My gift of a nine-hundred-years-old name
With anybody’s gift. Who’d stoop to blame
This sort of trifling? Even had you skill
In speech -- (which I have not) -- to make your will
Quite clear to such an one, and say, ‘Just this
Or that in you disgusts me; here you miss,
Or there exceed the mark’ -- and if she let
Herself be lessoned so, nor plainly set
Her wits to yours, forsooth, and made excuse,
-- E’en then would be some stooping; and I choose
Never to stoop. Oh, sir, she smiled, no doubt,
Whene’er I passed her; but who passed without
Much the same smile? This grew; I gave commands;
Then all smiles stopped together. There she stands
As if alive. Will ‘t please you rise? We’ll meet
The company below then. I repeat,
The Count your master’s known munificence
Is ample warrant that no just pretence
Of mine for dowry will be disallowed;
Though his fair daughter’s self, as I avowed
At starting, is my object. Nay, we’ll go
Together down, sir. Notice Neptune, though,
Taming a sea-horse, thought a rarity,
Which Claus of Innsbruck cast in bronze for me.
6

7
1983 Poem: “Clocks and Lovers” (W. H. Auden)
Prompt: Write a well-organized essay in which you contrast the attitude of the clocks with that of the lover. Through careful analysis of the language and imagery, show how this contrast is important to the meaning of the poem.
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 for ever: 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 wood;
For nothing now can ever come to any good.
------------------------------------------------------------------------------------------------------------------------------------------
1981 Poem: “Storm Warnings” (Adrienne Rich)
Prompt: Write an essay in which you explain how the organization of the poem and the use of concrete details reveal both its literal and its metaphorical meanings. In your discussion, show how both of these meanings relate to the title.
The glass has been falling all the afternoon,
And knowing better than the instrument
What winds are walking overhead, what zone
Of grey unrest is moving across the land,
I leave the book upon a pillowed chair
And walk from window to closed window, watching
Boughs strain against the sky
And think again, as often when the air
Moves inward toward a silent core of waiting,
How with a single purpose time has traveled
By secret currents of the undiscerned
Into this polar realm. Weather abroad
And weather in the heart alike come on
Regardless of prediction.
Between foreseeing and averting change
Lies all the mastery of elements
Which clocks and weatherglasses cannot alter.
Time in the hand is not control of time,
Nor shattered fragments of an instrument
A proof against the wind; the wind will rise,
We can only close the shutters.
I draw the curtains as the sky goes black
And set a match to candles sheathed in glass
Against the keyhole draught, the insistent whine
Of weather through the unsealed aperture.
This is our sole defense against the season;
These are the things we have learned to do
Who live in troubled regions.

8
1983 Poem: “Clocks and Lovers” (W. H. Auden)
Prompt: Write a well-organized essay in which you contrast the attitude of the clocks with that of the lover. Through careful analysis of the language and imagery, show how this contrast is important to the meaning of the poem.
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 for ever: 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 wood;
For nothing now can ever come to any good.

9
The following poem, written by Edward Field, makes use of the Greek myth of Daedalus and Icarus.* Read the poem carefully. Then write an essay in which you analyze how Field employs literary devices in adapting the
Icarus myth to a contemporary setting.
Edward Field b. 1924
Icarus
Only the feathers floating around the hat
Showed that anything more spectacular had occurred
Than the usual drowning. The police preferred to ignore
The confusing aspects of the case,
And the witnesses ran off to a gang war.
So the report filed and forgotten in the archives read simply
“Drowned,” but it was wrong: Icarus
Had swum away, coming at last to the city
Where he rented a house and tended the garden.
“That nice Mr. Hicks” the neighbors called,
Never dreaming that the gray, respectable suit
Concealed arms that had controlled huge wings
Nor that those sad, defeated eyes had once
Compelled the sun. And had he told them
They would have answered with a shocked, uncomprehending stare.
No, he could not disturb their neat front yards;
Yet all his books insisted that this was a horrible mistake:
What was he doing aging in a suburb?
Can the genius of the hero fall
To the middling stature of the merely talented?
And nightly Icarus probes his wound
And daily in his workshop, curtains carefully drawn,
Constructs small wings and tries to fly
To the lighting fixture on the ceiling:
Fails every time and hates himself for trying.
He had thought himself a hero, had acted heroically,
And dreamt of his fall, the tragic fall of the hero;
But now rides commuter trains,
Serves on various committees,
And wishes he had drowned.

10
2009 AP
®
ENGLISH LITERATURE AND COMPOSITION FREE-RESPONSE QUESTIONS © 2009 The
College Board. All rights reserved.
Visit the College Board on the Web: www.collegeboard.com.
Question 3
(Suggested time—40 minutes. This question counts as one-third of the total essay section score.)
A symbol is an object, action, or event that represents something or that creates a range of associations beyond itself.
In literary works a symbol can express an idea, clarify meaning, or enlarge literal meaning.
Select a novel or play and, focusing on one symbol, write an essay analyzing how that symbol functions in the work and what it reveals about the characters or themes of the work as a whole. Do not merely summarize the plot.
You may choose a work from the list below or another novel or play of comparable literary merit.
As I Lay Dying
The Awakening
Beloved
Bleak House
Cat’s Eye
The Cherry Orchard
The Color Purple
Crime and Punishment
The Crossing
The Crucible
A Doll House
Equus
A Farewell to Arms
Fences
The Glass Menagerie
The Golden Bowl
The Grapes of Wrath
The Hairy Ape
Heart of Darkness
Invisible Man
Jude the Obscure
The Kite Runner
Lady Windermere’s Fan
Macbeth
Madame Bovary
The Memory Keeper’s Daughter
Moby-Dick
The Namesake
Nineteen Eighty-four
Our Town
The Plague
A Portrait of the Artist as a Young Man
A Prayer for Owen Meany
A Raisin in the Sun
Reservation Blues
Snow
A Streetcar Named Desire
Things Fall Apart
Waiting for Godot
Wise Blood