POETRY T.I.M.E.
Introduction to Poetry Analysis
Anna J. Small Roseboro
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Oh no! Not POETRY!
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FRUSTRATION !
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FRUSTRATION!
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Do students give up on
Poetry?
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Do you give up on Poetry?
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Do you wonder – Meeting CCSS
 Make inferences (1).
 Cite specific textual evidence to
support conclusions and answers (1).
 Determine and analyze the theme of a
text (2).
 Analyze the way ideas develop over
the course of a text (3).
 Interpret words and phrases (4).
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Do you wonder – Meeting CCSS
 Analyze connotative and figurative
meanings of words (4).
 Analyze how word choice shapes a text (4).
 Analyze the structure of a text (5).
 Assess how point of view shapes a text (6).
 Analyze how two texts address the same
theme (9).
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How can I do this!?!?
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I HAVE A IDEA
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Teach students
to tell the T.I.M.E.
 DEFINE IT
 SAMPLE IT
 EXPERIENCE IT
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Presentation Outline
 DEFINITION OF POETRY
 Learn the T.I.M.E. Strategy
 Use the T.I.M.E. analysis
 to understand a poem
 to write an essay
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Poetry is
literature designed to convey a vivid and
imaginative sense of experience,
especially by the use of condensed
language chosen for its sound and
suggestive power, as well as for its
meaning and by the use of such literary
techniques as structured meter, natural
cadences, rhyme or metaphor.
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Poetry is
literature designed to convey a vivid and
imaginative sense of experience,
http://teachingenglishlanguagearts.com/
Poetry is
literature designed to convey a vivid and
imaginative sense of experience,
especially by the use of condensed
language chosen for its sound
http://teachingenglishlanguagearts.com/
Poetry is
literature designed to convey a vivid and
imaginative sense of experience,
especially by the use of condensed
language chosen for its sound and
suggestive power,
http://teachingenglishlanguagearts.com/
Poetry is
literature designed to convey a vivid and
imaginative sense of experience,
especially by the use of condensed
language chosen for its sound and
suggestive power, as well as for its
meaning
http://teachingenglishlanguagearts.com/
Poetry is
literature designed to convey a vivid and
imaginative sense of experience,
especially by the use of condensed
language chosen for its sound and
suggestive power, as well as for its
meaning and by the use of such literary
techniques as structured meter, natural
cadences, rhyme or metaphor.
http://teachingenglishlanguagearts.com/
Learn to tell the T.I.M.E.
You’ll have a
key that can
be used on
any poetry
assignment.
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Read poem, “Unfolding Bud," THREE times.
READ silently. On your
own paper, write words
or phrases that puzzle
or appeal to you.
2. Next, read out loud
stopping at the end of
each line.
3. Then, read out loud,
stopping, this time, at
marks of punctuation.
1.
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“The Unfolding Bud”
by Naoshi Koriyama
One is amazed
By a water-lily bud
Unfolding
With each passing day,
Taking on a richer color
And new dimensions
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One is not amazed,
At first glance,
By a poem,
Which is a tight-closed
As a tiny bud,
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Yet one is surprised
To see the poem
Gradually unfolding,
Revealing its rich inner self
As one read it
Again
And over again.
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Poems meant to be understood
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Linda Hargrove, Artist
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“Unfolding Bud”
One is amazed
By a water-lily Bud
Unfolding
With each passing day,
Taking on a richer color
And new dimensions
Yet one is surprised
To see a poem
Gradually unfolding,
Revealing its rich inner self
As one reads it
Again
One is not amazed
At first glance,
By a poem
Which is as tight-closed
As a tiny bud.
And over again.
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Naoshi Koriyama
The Speaker and Audience
 In a couple sentences, write what you think the poem.
“Unfolding Bud” is saying.
 If this poem were a part of a play, who could be the
person speaking it?
 To whom could the person be speaking?
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The speaker?
WHAT CLUES
FROM THE POEM?
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The Audience?
A special
person?
A special kind
of person?
A group of
people?
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Here’s another way to SEE poetry.
 Tell the T.I.M.E.
 Time? What’s that?
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T.I.M.E. MNEMONIC
T = The Title, Thought, Theme
I = Imagery
M = Music
E = Emotion
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The T of T.I.M.E.
The Title
The Thought
The Theme
Linda Hargrove, Artist
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TITLE, THOUGHT,
THEME
“The Unfolding Bud”
by Naoshi Koriyama
One is amazed
By a water-lily bud
Unfolding
With each passing day,
Taking on a richer color
And new dimensions
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One is not amazed,
At first glance,
By a poem,
Which is a tight-closed
As a tiny bud,
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Yet one is surprised
To see the poem
Gradually unfolding,
Revealing its rich inner self
As one read it
Again
And over again.
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I = IMAGERY
Poets use
WORDS TO
PAINT PICTURES
in the minds of
the readers and
listeners.
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Words Create Mental Picture
Linda Hargrove, Artist
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KINDS OF IMAGERY
 CONCRETE
 Sight
 Sound
 Taste
 Touch
 Smell
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KINDS OF IMAGERY
 FIGURATIVE -
Comparisons
 Metaphor
 Simile
 Hyperbole
 Personification
 Symbol
SYNESTHESIA is one of my favorites to add.
What does that term mean? Use Internet search to check all
definitions.
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“The organist turned and hunched his
shoulders. A high cascade of sound bubbled
from the organ, spreading, thick and
clinging, over the chapel, slowly surging.”
SOUND DESCRIBED AS TOUCH
“I could feel the odor of frying bacon reach
deep into my stomach as I watched the
counterman open the doors of the grill and
turn the lean strips over and bang the doors
shut again.” ODOR DESCRIBED AS TOUCH
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M = MUSIC
 Rhythm
 Rhyme
 Sound
–Alliteration
–Assonance
–Onomatopoeia
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Music is the SOUND of poetry
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Linda Hargrove, Artist
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Learn the I.T.A.D.s
 I = iambic u/ (unstressed – stressed)
 T = trochaic /u (stressed – unstressed)
 A = anapestic uu/ (2 unstressed
- stressed)
 D = dactylic /uu (stressed – 2 unstressed)
FOOT OF POETRY
set w/one stressed syllable
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E = EMOTION
Expressed by
the poet
Experienced
by reader
TONE
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MOOD
What does the POET feel about
TOPIC of poem?
How does poem make YOU feel?
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Linda Hargrove, Artist
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T.I.M.E. MNEMONIC
T = Title, Thought, Theme
I = Imagery
M = Music
E = Emotion
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Your turn to try it.
Pay attention to the
IMAGERY and MUSIC
and you will have a
clue to the following
about a poem:
MESSAGE from Poet
MEANING(S) to You
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Tell the T.I.M.E. for this POEM.
 “I’m Nobody” By Emily Dickenson
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I’m Nobody
by Emily Dickinson
I’m nobody. Who are you?
Are you nobody too?
Then there’s the pair of us.
Don’t tell. They’ll banish us you
know.
How dreary to be somebody!
How public, like a frog.
To tell one’s name the livelong
June
To an admiring bog.
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I’m Nobody
by Emily Dickinson
The Speaker
I’m nobody. Who are you?
Are you nobody too?
Then there’s the pair of us.
Don’t tell. They’ll banish us
you know.
How dreary to be somebody!
How public, like a frog
To tell one’s name the
livelong June
To an admiring bog.
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I’m Nobody
by Emily Dickinson
The Speaker
I’m nobody. Who are you?
Are you nobody too?
Then there’s the pair of us.
Don’t tell. They’ll banish us
you know.
How dreary to be somebody!
How public, like a frog
To tell one’s name the
livelong June
To an admiring bog.
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The Audience
I’m Nobody
by Emily Dickinson
I’m nobody. Who are you?
Are you nobody too?
Then there’s the pair of us.
Don’t tell. They’ll banish us you
know.
How dreary to be somebody!
How public, like a frog
To tell one’s name the livelong
June
To an admiring bog.
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IMAGERY
I’m Nobody
by Emily Dickinson
I’m nobody. Who are you?
Are you nobody too?
Then there’s the pair of us.
Don’t tell. They’ll banish us you
know.
How dreary to be somebody!
How public, like a frog
To tell one’s name the livelong
June
To an admiring bog.
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IMAGERY
I’m Nobody
by Emily Dickinson
RHYME
MUSIC
I’m nobody. Who are you?
Are you nobody too?
Then there’s the pair of us.
Don’t tell. They’ll banish us you
know.
How dreary to be somebody!
How public, like a frog
To tell one’s name the livelong
June
To an admiring bog.
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I’m Nobody
by Emily Dickinson
RHYME
MUSIC
I’m nobody. Who are you? A
Are you nobody too? A
Then there’s the pair of us.
Don’t tell. They’ll banish us you
know.
How dreary to be somebody!
How public, like a frog B
To tell one’s name the livelong
June
To an admiring bog. B
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I’m Nobody
green
by Emily Dickinson
RHYME
RHYTHM
MUSIC
I’m nobody. Who are you?
Are you nobody too?
Then there’s the pair of us.
Don’t tell. They’ll banish us you
know.
How dreary to be somebody!
How public, like a frog
To tell one’s name the livelong
June
To an admiring bog.
http://teachingenglishlanguagearts.com/
I’m Nobody
by Emily Dickinson
RHYME
RHYTHM
MUSIC
I’m nobody. Who are you? A
Are you nobody too? A
Then there’s the pair of us.
Don’t tell. They’ll banish us you
know.
How dreary to be somebody!
How public, like a frog B
To tell one’s name the livelong
June
To an admiring bog. B
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I’m Nobody
by Emily Dickinson
RHYME
RHYTHM
MUSIC
I’m nobody. Who are you? A
Are you nobody too? A
Then there’s the pair of us.
Don’t tell. They’ll banish us you
know.
How dreary to be somebody!
How public, like a frog B
To tell one’s name the livelong
June
To an admiring bog. B
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I’m Nobody
by Emily Dickinson
RHYME
RHYTHM
SOUND
MUSIC
I’m nobody. Who are you?
Are you nobody too? A
Then there’s the pair of us.
Don’t tell. They’ll banish us
you know.
A
How dreary to be somebody!
How public, like a frog B
To tell one’s name the livelong
June
To an admiring bog. B
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I’m Nobody
by Emily Dickinson
RHYME
RHYTHM
SOUND
MUSIC
I’m nobody. Who are you?
Are you nobody too? A
Then there’s the pair of us.
Don’t tell. They’ll banish us
you know.
A
How dreary to be somebody!
How public, like a frog B
To tell one’s name the livelong
June
To an admiring bog. B
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I’m Nobody
by Emily Dickinson
EMOTION
EXPRESSED
I’m nobody. Who are you?
Are you nobody too?
Then there’s the pair of us.
Don’t tell. They’ll banish us you
know.
How dreary to be somebody!
How public, like a frog
To tell one’s name the livelong
June
To an admiring bog.
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I’m Nobody
by Emily Dickinson
EMOTION
EXPERIENCED
I’m nobody. Who are you?
Are you nobody too?
Then there’s the pair of us.
Don’t tell. They’ll banish us you
know.
How dreary to be somebody!
How public, like a frog
To tell one’s name the livelong
June
To an admiring bog.
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Now, write about either poem,
“Unfolding Bud” or “I’m Nobody”.
Write a short paper which you describe in about a page
your experience reading one of these poems.
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Critical or Analytical Essay
Next, Use the
information from your
T.I.M.E. analysis in a
critical or analytical
essay.
In the meantime, find
and copy three poems
you like.
Poems should be at least
12 lines long.
 Message of poem
T info
 Explain observation
 Use I and M info
 Personal Response
 Use Emotion info
 Use
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Memorize the T.I.M.E. steps.
This mnemonic
can help you
recall the basic
components of
poetry analysis.
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Enjoy reading and writing poems!
 Choose your favorite original poem…one you’ve written
yourself and publish on a website designed for
national viewing.
 Post on your class website.
 Memorize a favorite poem and recite to your family.
 Using computer graphics and photos, illustrate your
favorite poem and give it as a gift.
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My Books
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Questions?
Anna J. Small Roseboro
National Board Certified Teacher
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Questions?
ajroseboro@gmail.com
Teaching English Language Arts Website
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