Coming Soon
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Monday
Backwards outline Mark’s Essay on “On Moonlit Heath…”
Poetry Terminology Quiz?!!
Tuesday
Discuss “It Sifts from” and “A Valediction…” (fig lang)
Do you think it’s possible to be separated from someone you love and still feel happy? Discuss your viewpoint
drawing on your personal experiences and those of people you know.
Wednesday
Discuss “Leda..”, “Journey…” and “what if…” (allusion and tone)
Review theme
Thursday
Writing about theme and tone - “Barbie Doll” OR return
Read carefully the following poem by Marge Piercy. Then write a well-organized essay in which you analyze
how the complex attitude of the speaker is developed through such devices as imagery, figurative language,
diction, and allusion.
Friday
Return TEWWG Essay (chart needs)
Independent Reading
Coming Soon
• Poets and Literary Periods
• Oedipus Cycle
• Prosody and Sound – “Down by…”, “I Like to See…”, “God’s Grandeur”, Jounrey …”,
“anyone lived…”
• Activities on meter etc.
• Return Blind Man’s Mark – Sample Essay - Chart Needs
• Sonnet Form
• Timed Writing
• Hamlet
Hook, Housekeeping
& Homework
Monday
Turn your 20 minute writing in response to “On Moonlit Heath…”
into the front basket
While you wait…
Discuss with a partner how your long weekend was
and what you did on Halloween.
Homework:
1. Complete the responses on the handout (on the side table) for discussion
preparation for “It Sifts…” and “A Valediction…”
2.
3.
TPCASTT “Leda..”, “Journey…” and “what if…” (allusion and tone)
Read your Independent Novel & prepare a reading response assignments for this Fri.
Nov. 6th; the Novel/Play Review Guide is linked in the Shared Documents, AP
Literature, Independent Reading folder.
Past, Present, Future
Monday
• Homework: 20 minute written analysis of “On moonlit heath…”; look-up, define AND find
EXAMPLES: apostrophe, synecdoche, metonym, simile, metaphor, personification, read, reread; look up vocab AND TPCASTT Dickinson’s “It Sifts…” AND Donne’s “A Valediction…”; read
your independent novel
• Conferences, no school
• Backwards outline Mark’s Essay on “On Moonlit Heath…”
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Discuss “It Sifts from” and “A Valediction…” (fig lang)
Poetry Terminology Quiz?!
TPCASTT and Discuss Preparation: “Leda..”, “Journey…” and “what if…” (allusion and tone)
Review theme and tone
U3: The Power of Poetry
Monday
Standard 2: Reading for All Purposes
1.Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative strategies
Objective: to use analytical and interpretive strategies to analyze a poem.
Relevance: The ability to interpret a variety of texts and cite evidence fosters the coherent thinking, speaking,
and writing, which are priority skills for the workplace and postsecondary settings.
Essential Questions: What is poetry? What language do we use when analyzing poetry? How do various techniques effect
audience understanding and impact the purpose of a text?
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What is the difference between the denotation and the connotation of a word?
How do we identify tone?
How do we identify theme?
What is a stanza and how are they shaped? What is rhythm? A couplet?
What is imagery?
What is end stop vs. enjambment?
What is figurative language?
Apostrophe? Synecdoche? Metonym? Simile? Metaphor? Personification? Paradox?
Activity: Develop
Monday
Purpose: to outline the PIE in an analysis essay
Tasks: Read Mark’s analytical essay on Housman’s poem “On Moonlit Heath…”
For each sentence in your assigned paragraph respond to the following:
1. What is the sentence (P or I or E or combo?)
2. How does the sentence support the thesis?
3. What other literary terminology is used?
Outcome: While you wait… What do you need to change and/or add to your own
analysis? Edit now and turn it in (tomorrow, if needed; see me)
Activity: Develop
I Do - BP1
Thesis:
By using a large number of contrasting
images, A.E. Housman’s poem “On Moonlit
Heath and Lonesome Bank,” illustrates the
theme that the taking of human life by
hanging is a cruel and violent act. In
addition the diction and tone help in
making a deeper statement about life and
death.
1.
2.
3.
What is the sentence (PIE or combo?)
How does the sentence support the
thesis?
What other literary terminology is
used?
Sentence 1 – Illustration (of setting)
• stanza 1, peaceful moonlit heath, grazing
sheep = images
Sentence 2 – Point
• Criminals once were hung = contrasts of
images to sentence 1
Sentence 3 – Explanation/Illustration
• Contrast is emphasized - lines 1-2 broken
by“clank”
Sentence 4 – Explanation & Elaboration
• Juxtaposition of setting images = duality
dominates poem
Sentence 5 – Illustration/Explanation
• Footnote = Irony = euphemism for taking
human life
Thesis: By using a large number of contrasting images, A.E. Housman’s poem “On Moonlit Heath and Lonesome Bank,”
illustrates the theme that the taking of human life by hanging is a cruel and violent act. In addition the dictionand tonehelp in
making a deeper statement about life and death.
What is the sentence (PIE or combo?) - How does the sentence support the thesis? - What other literary
terminology is used?
1 In the first stanza the speaker is on a peaceful moonlit
heath among grazing sheep.
Sentence 1 – Illustration (of setting)
• stanza 1, peaceful moonlit heath, grazing sheep = images
2 Being there, where criminals once were hung, provides a
contrast between the tranquil scene and violence that took
place there.
Sentence 2 – Point
• Criminals once were hung = contrasts of images to sentence 1
3 This contrast is empathized when the peaceful imagery
of lines 1 and 2 is broken by the “clank” of chains in line 3.
Sentence 3 – Explanation/Illustration
• Contrast is emphasized – peaceful imagery lines 1-2 broken
by “clank”
4 This juxtaposition introduces a kind of duality that
dominates the poem and is also reflected in the poet’s
footnote.
5 To call a man in chains “keeping sheep” is an ironic idea
that appears to make the point that hangmen of the past
couldn’t face the reality of what they were doing so made
up a euphemism for their actions.
Sentence 4 – Explanation & elaboration
• Juxtaposition of setting images = duality dominates poem
Sentence 5 – Illustration/Explanation
• Footnote = Irony = euphemism for taking human life, deeper
statement about life and death
Hook, Housekeeping
& Homework
Tuesday
While you wait…
In your notebook, respond, using complete sentences, to the following:
Do you think it’s possible to be separated from someone you love and still feel happy? Discuss
your viewpoint drawing on your personal experiences and those of people you know
Homework: Read, re-read, define vocabulary, annotate with TPCASTT = Yeats’ “Leda and
the Swan,” Eliot’s “Journey of the Magi,” Cummings’ “what if a much..” and Hardy’s “The
Oxen”
Define Allusion
Past, Present, Future
Tuesday
• U3: Poetry: “O moonlit heath…”
• Response to writing prompt
• Mark’s essay
• Discuss “It Sifts from” and “A Valediction…” (fig lang)
• TPCASTT and Discuss Preparation: “Leda..”, “Journey…” and “what if…” (allusion and
tone)
• Review theme and tone
U3: The Power of Poetry
Tuesday
Standard 2: Reading for All Purposes
1.Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative strategies
Objective: to use analytical and interpretive strategies to analyze a poem.
Relevance: The ability to interpret a variety of texts and cite evidence fosters the coherent thinking, speaking,
and writing, which are priority skills for the workplace and postsecondary settings.
Essential Questions: What is poetry? What language do we use when analyzing poetry? How do various techniques effect
audience understanding and impact the purpose of a text?
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•
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What is the difference between the denotation and the connotation of a word?
How do we identify tone?
How do we identify theme?
What is a stanza and how are they shaped? What is rhythm? A couplet?
What is imagery?
What is end stop vs. enjambment?
What is figurative language?
Apostrophe? Synecdoche? Metonym? Simile? Metaphor? Personification? Paradox?
Activity: Develop & Apply
Tuesday
Define figurative language.
apostrophe, synecdoche, metonym, simile, metaphor, personification
What are the purposes of figurative language? Is it confined to poetry? TO diction? Do the purposes
change depending on the context in which the figure is used? Illustrate.
Emily Dickinson’s “It Sifts From Leaden Sieves”
Identity “it.” What is a “leaden sieve”? Paraphrase stanza 1
“powders” is a verb. It means? Is this a metaphor?
What is “alabaster wool”? Is this a paradox? What are the associations one has with alabaster?
What figure appears in line 4? Has the meaning of “it” in line 3 changed? How are these images
related: “sifts,” “powders,” “fills”?
What image/figure connects stanza 1 and 2? See the “wrinkles”- “face”- “forehead”
connection?
Explain “lost in fleeces” and “Celestial veil.” What is a “summer’s empty room”? What figures?
And “wrists of posts”? To what other image in the poem is this tied? In stanza 3?
What are the purposes of the figures In Dickinson’s poem? Do they seem to work toward a
common end? What is the end? Are they logically connected to one another? How or why?
Figurative Language
Oxford English Dictionary On-line
figure of speech
• A word or phrase used in a nonliteral sense to add rhetorical force to a spoken or
written passage:
• calling her a crab is just a figure of speech
• figurative language is an expression in which the words are used in a
nonliteral sense to present a figure, picture, or image. The basic figures are:
simile, metaphor, personification, synecdoche, metonymy, symbol, allegory,
overstatement (hyperbole), understatement (litotes), antithesis, apostrophe,
dramatic irony, irony of situation, verbal irony, paradox, oxymoron
Activity: Develop
Poetry Terminology
Tuesday
• Apostrophe is the addressing of someone or something usually not present, as though present. “Captain, My
Captain! A fearful trip is done.” —Walt Whitman
• Synecdoche is the technique of mentioning a part of something to represent the whole. “All hands on deck!”
• Metonym is the substitution of a word naming an object for another word closely associated with it. “Pay tribute to
the crown.” “The White House has decided.”
• Simile is a direct or explicit comparison between two usually unrelated things indicating a likeness or similarity
between some attribute found in both things. A simile uses like or as to introduce the comparison. In the expression
“John swims like a fish,” the grace and naturalism with which John swims is compared with the grace and naturalness
with which a fish swims. Literally, it would be impossible for John to swim like a fish
• Metaphor is an implied comparison between two usually unrelated things indicating a likeness or analogy between
attributes found in both things. A metaphor, unlike a simile, does not use like or as to indicate the comparison.
• Personification the giving of human characteristics to inanimate objects, ideas, or animals. “The wind whistled.”
“Her heart cried out.”
• Paradox a statement or situation containing apparently contradictory or incompatible elements.
Allusion a reference in literature or in art to previous literature, history, mythology, current events, or the Bible.
Activity: Develop & Apply
Tuesday
John Donne’s “A Valediction: Forbidding Mourning”
Identify the first simile in the poem. What figure is “tear-floods”? “Sigh-tempests”?
“Laity”?
In line 12, what does “innocent” describe? What does Donne mean?
(“Whose soul is sense”) means? Figure? In line 15, what is the antecedent of “it”? And
in line 16, the antecedent of “it”?
Define “refined (1.17), “breach,” “expansion” (1.18). What are their connotations?
What is the connection between the similes in 1.24 and in 1.26? (What is the
alchemical symbol for gold?)
Describe the diction in the poem. Formal? Religious? Scientific? Is the language/tone
imperative, actually “forbidding”?
Donne forbids “mourning”, not weeping or crying. In light of stanza 1, why is this word
appropriate? In light of stanza 9?
Hook, Housekeeping
& Homework
Wednesday
What is allusion? What it the purpose of using and identifying allusions?
Why is understanding tone important? What are the means to identifying tone?
Homework:
1. Read your independent novel
Past, Present, Future
Wednesday
U3: The Power of Poetry
Wednesday
Standard 2: Reading for All Purposes
1.Literary criticism of complex texts requires the use of analysis, interpretive, and
evaluative strategies
Objective: to use analytical and interpretive strategies to analyze a poem.
Relevance: The ability to interpret a variety of texts and cite evidence fosters the
coherent thinking, speaking, and writing, which are priority skills for the workplace and
postsecondary settings.
Essential Questions: What is poetry? What language do we use when analyzing poetry?
How do various techniques effect audience understanding and impact the purpose of a text?
Activity: Develop
Poetry Terminology
Allusion
Wednesday
Activity: Consider & Discuss
You Do – We Do
William Butler Yeats’ “Leda and the Swan”
1. Who are Leda, the Swan, Agamemnon? If you do not know, visit sites such as…
Encyclopedia Mythica
http://www.pantheon.org/articles/l/leda.html
Greek Mythology
http://www.greekmythology.com/Myths/Mortals/Leda/leda.html
http://www.greekmythology.com/Myths/Mortals/Agamemnon/agamemnon.html
Encyclopedia Britannica
http://www.britannica.com/topic/Agamemnon-Greek-mythology
2. Is the poem intelligible if you do not know the mythological allusions?
3. In this sonnet, how are the octave and sestet drawn together? Does the sestet focus on the rape of Leda? Does the mythic allusion cause us to focus more on Agamemnon's death and the fall of Troy than
on Leda’s terror?
4. Want is the answer to the question raised in lines 13014? What bearing does the answer have on the rest of the poem?
Examine Eliot’s “Journey of the Magi.”
1. What is the allusion here, i.e. who are the Magi? Compare Eliot’s description with the Biblical account in Matthew 2:11-22. How is Eliot’s description different from the New Testament version? Identify
the setting and time.
King James Bible on-line
https://www.kingjamesbibleonline.org/Matthew-Chapter-2/
Good ole’ Wikipedia
https://en.wikipedia.org/wiki/Biblical_Magi
2. Who is narrating the poem?
3. How does the narrator dramatize that the Magi had a “cold coming… a hard time”?
4. Identify the key images in stanza 2. How do these differ from those in stanza 1? What is Eliot’s purpose in the contrast?
5. Identify the symbols in stanza 2. With what religious event/activities are they identified? To what does “the place” refer? Why is Eliot capitalizing “Birth” and “Death”? Explain the simile in 1.40. To what
does “the old dispensation” refer? What is the theme of the pome? The dominate tone?
E.E. Cummings’ “what if a much of a which of a wind” and Thomas Hardy’s “The Oxen”
1. Describe the tone of E.E. Cummings’ “what if a much of a which of a wind”
2. Compare the tone of Cummings’ poem with that of Hardy’s “The Oxen.” Characterize the differences between them precisely. What lines of phrases in each poem best help you sense the tone?
Activity: Discuss
We Do
Colorado Academic Standards
Oral Expression and Listening
1.Effective speaking in formal and informal settings requires appropriate use of methods and
audience awareness
2.Effective collaborative groups accomplish goals
Reading for All Purposes
1.Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative
strategies
2.Interpreting and evaluating complex informational texts require the understanding of
rhetoric, critical reading, and analysis skills
Writing and Composition
1.Style, detail, expressive language, and genre create a well-crafted statement directed at an
intended audience and purpose
2.Ideas, evidence, structure, and style create persuasive, academic, and technical texts for
particular audiences and specific purposes
3.Standard English conventions effectively communicate to targeted audiences and purposes
Research and Reasoning
1.Independent research designs articulate and defend information, conclusions, and solutions
that address specific contexts and purposes
2.Logical arguments distinguish facts from opinions; and evidence defines reasoned judgment
Coming Soon…
40-Minute Essay on a Poem
Do what works for you, but here is a start…
Pre-writing
10-15 minutes
• Reading and analyzing the prompt
• Reading, annotating, and analyzing (TPCASTT)
• Narrowing the topic
• Choosing a main idea, writing a strong thesis
• Gathering and arranging supporting ideas (PIE)
Composing
20-25 minutes
• Introducing your thesis
• Developing your paragraphs (PIE)
• Choosing the best words for meaning and effect
• Structuring sentences effectively, incorporating textual evidence
• Concluding your essay
Editing and Proofreading
5 (maybe 10) minutes
• Editing for clarity and coherence
• Eliminating excess verbiage
• Checking for standard usage and mechanical errors, including spelling, punctuation, and capitalization
• Editing to create interest
Activity: Develop
We DO
Tuesday
1. Generate Questions (see next slide)
• Attitude
• Student/Teacher Relationships
Question Formulation Technique
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2.
Rules for QFT
Ask as many questions as you can. If you get stuck remember the question starters-Who, What,
Why, When, Where, How
Do not stop to discuss, judge or answer the questions.
Write down every question exactly as it is stated.
Change any statement into a question.
STEPS IN QFT
Generate questions based on the QFOCUS
Categorize the questions into two groups: Open ended and Close Ended
• CLOSE ENDED QUESTIONS- Can be answered with a 1 or 2 word response. Yes or No questions, or True or
False questions. EX: Will this material be on the test? Yes it will.
• OPEN ENDED QUESTIONS-Requires an explanation. EX: What will be on the test? On the test you will be
responsible for knowing the causes of the French Revolution, how Marie Antoinette came to be queen,
and the 15 vocabulary words from class.
3.
Prioritize your questions: choose three of the most important questions, or three that you
would like answered first, or need to answer first.
• Why did you select these questions?
We Do:
Change Tones: Hostile, tense
• The boy walked into the room. He saw the cake, and he cried.
We Do
Tones: sad, confused
• I saw my father’s house from across the field. The trees were tall, and the grass
trimmed. I walked up the driveway towards the door.
We Do
Change Tones: excited, happy
• I saw my father’s house from across the field. The trees were tall, and the grass
trimmed. I walked up the driveway towards the door.