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Poetry Packet ELA II
Poetry Packet ELA II
Poetry Unit
Selected Poems:
Introduction to Poetry by Billy Collins
Faces by Sara Teasdale
Thumbprint by Eve Merriam
Caged Bird by Maya Angelou
The Courage That My Mother Had by Edna St. Vincent Millay
The Lanyard by Billy Collins
The Revenant by Billy Collins
Mid-Term Break by Seamus Heaney
Out, Out by Robert Frost
Stopping by the Woods on a Snowy Evening by Robert Frost
Fifteen by William Stafford
Sonnet 18 by William Shakespeare
Name: _________________________________________
Poetry Warm-Up
Instructions: Discuss the questions below with your poetry group. Jot down your answers using
complete sentences.
1. What is poetry? Write your best definition (in your own words).
2. What do you like about poetry? (Or what do you think other people like about poetry?)
3. What do you dislike about poetry? (Or what do you think other people dislike about poetry?)
4. What are some poems/poets that you have read before? What was your opinion of those
poems/poets?
5. Review How to Read a Poem on pages 5-6 of your packet. How many of these strategies do you
use when reading poetry?
7. Do you believe that it is possible to like a poem but not understand what it means? Explain.
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ELA II Poetry Terms
Instructions: Use your textbook to define the terms listed below. Feel free to use notebook paper if
you need additional space to write down your information.
Alliteration:
Allusion:
Assonance:
Clich:
Consonance:
Epic:
Figurative language:
Free verse:
Hyperbole:
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Imagery:
Metaphor:
Onomatopoeia:
Personification:
Repetition:
Rhyme:
Simile:
Speaker:
Stanza:
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How to Read a Poem
Theres really only one reason that poetry has gotten a reputation for being so darned difficult: it
demands your full attention and wont settle for less. Unlike a novel, where you can drift in and out and still
follow the plot, poems are generally shorter and more intense, with less of a conventional story to follow. If
you dont make room for the experience, you probably wont have one.
But the rewards can be high. To make an analogy with rock and roll, its the difference between a two and a
half minute pop song with a hook that you get sick of after the third listen, and a slow-building tour de force
that sounds fresh and different every time you hear it. Once youve gotten a taste of the really rich stuff, you
just want to listen to it over and over again and figure out: howd they do that?
Aside from its demands on your attention, theres nothing too tricky about reading a poem. Like anything,
its a matter of practice. But in case you havent read much (or any) poetry before, weve put together a
short list of tips that will make it a whole lot more enjoyable.
Follow Your Ears. Its okay to ask, What does it mean? when reading a poem. But its even better
to ask, How does it sound? If all else fails, treat it like a song. Even if you cant understand a single
thing about a poems subject or theme, you can always say something anything about the
sound of the words. Does the poem move fast or slow? Does it sound awkward in sections or does it
have an even flow? Do certain words stick out more than others? Trust your inner ear: if the poem
sounds strange, it doesnt mean youre reading it wrong. In fact, you probably just discovered one of
the poems secret tricks!
Read It Aloud. OK, were not saying you have to shout it from the rooftops. If youre embarrassed
and want to lock yourself in the attic and read the poem in the faintest whisper possible, go ahead.
Do whatever it takes, because reading even part of poem aloud can totally change your perspective
on how it works.
Become an Archaeologist. When youve drunk in the poem enough times, experiencing the sound
and images found there, it is sometimes fun to switch gears and to become an archaeologist (you
know -- someone who digs up the past and uncovers layers of history). Treat the poem like a room
you have just entered. Perhaps its a strange room that youve never seen before, filled with objects
or people that you dont really recognize. Maybe you feel a bit like Alice in Wonderland. Assume
your role as an archaeologist and take some measurements. Whats the weather like? Are there
people there? What kind of objects do you find? Are there more verbs than adjectives? Do you
detect a rhythm? Can you hear music? Is there furniture? Are there portraits of past poets on the
walls? Are there traces of other poems or historical references to be found?
Dont Skim. Unlike the newspaper or a textbook, the point of poetry isnt to cram information into
your brain. We cant repeat it enough: poetry is an experience. If you dont have the patience to get
through a long poem, no worries, just start with a really short poem. Understanding poetry is like
getting a suntan: you have to let it sink in.
Memorize! Memorize is such a scary word, isnt it? It reminds us of multiplication tables. Maybe
we should have said: Tuck the poem into your snuggly memory-space. Or maybe not. At any rate,
dont tax yourself: if you memorize one or two lines of a poem, or even just a single cool-sounding
phrase, it will start to work on you in ways you didnt know possible. Youll be walking through the
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mall one day, and all of a sudden, youll shout, I get it! Just not too loud, or youll get mall security
on your case.
Be Patient. You cant really understand a poem that youve only read once. You just cant. So if you
dont get it, set the poem aside and come back to it later. And by later we mean days, months, or
even years. Dont rush it. Its a much bigger accomplishment to actually enjoy a poem than it is to be
able to explain every line of it. Treat the first reading as an investment your effort might not pay
off until well into the future, but when it does, it will totally be worth it. Trust us.
Read in Crazy Places. Just like music, the experience of poetry changes depending on your mood
and the environment. Read in as many different places as possible: at the beach, on a mountain, in
the subway. Sometimes all it takes is a change of scenery for a poem to really come alive.
Think Like a Poet. Heres a fun exercise. Go through the poem one line at a time, covering up the
next line with your hand so you cant see it. Put yourself in the poets shoes: If I had to write a line to
come after this line, what would I put? If you start to think like this, youll be able to appreciate all
the different choices that go into making a poem. It can also be pretty humbling at least we think
so. Soon, youll be able to decipher a T.S. Elliot poem from a Wallace Stevens poem, sight unseen.
Everyone will be so jealous.
Look Whos Talking. Ask the most basic questions possible of the poem. Two of the most
important are: Whos talking? and Who are they talking to? If its a Shakespeare sonnet, dont
just assume that the speaker is Shakespeare. The speaker of every poem is kind of fictional creation,
and so is the audience. Ask yourself: what would it be like to meet this person? What would they
look like? Whats their deal, anyway?
And, most importantly, Never Be Intimidated. Regardless of what your experience with poetry in
the classroom has been, no poet wants to make his or her audience feel stupid. Its just not good
business, if you know what we mean. Sure, there might be tricky parts, but its not like youre trying
to unlock the secrets of the universe. Heck, if you want to ignore the meaning entirely, then go
ahead. Why not?
Poetry is about freedom and exposing yourself to new things. In fact, if you find yourself stuck in a poem,
just remember that the poet, 9 times out of 10, was a bit of a rebel and was trying to make his friends look
at life in a completely different way. Find your inner rebel too. There isnt a single poem out there thats
too difficult to try out right now, today. So hop to it.
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ANALYZE A POEM
Figurative
Title and Author:
Language Meaning/Theme
Imagery
Symbolism
Rhyme Personification
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Introduction to Poetry by Billy Collins
Discussion Questions
1. What words and images stand out to you?
2. What is your emotional reaction to the poem (e.g., surprise, dismay, anger)?
3. Read the poem a second time and identify any figurative language (e.g., simile, metaphor,
hyperbole) you encounter.
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Faces by Sara Teasdale
Read the poem below and see and hear the images the author writes about in a simple
fashion. As you read, think about your own paradigms (how you view things).
Discussion Questions
3. Why does the speaker say that strangers are wearing disguises?
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Quick write on Faces by Sara Teasdale
After reading this poem, what does it make you think of? Do you take notice of how others might
be feeling when walking through the hallways or eating lunch in the cafeteria? Why are some
people quick to judge others? How do you think you are viewed from a distance?
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Alliteration and Onomatopoeia
Alliteration and onomatopoeia are poetic devices. Both are methods of using words and sounds
for effect in a poem.
Alliteration is the repetition of a beginning sound for effect. These may be vowel or consonant
sounds. The alliterative sounds have been underlined in the following examples:
Onomatopoeia is the imitation of natural sounds. For example: The steam hissed from the open
valve. Onomatopoeia is a poetic device that produces an auditory image to the reader.
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Similes and Metaphors
A simile is a phrase or word that describes one thing as similar to another, often unrelated thing.
An example is "Jane went up the stairs as quiet as a mouse." Similes use the words "like" and/ or
"as".
A metaphor is a phrase or word that states that one thing is another, often unrelated thing. An
example is Harold is a snake."
Read the following sentences. At the end of the sentence, write in brackets whether the
sentence is an example of a metaphor (M) or simile (S).
1. As slippery as an eel.
2. He was a lion in battle.
3. She is as pretty as a picture.
4. The striker was a goal machine.
5. The moon was a misty shadow.
6. His eyes sparkled like a diamond.
Now you are going to make up similes and metaphors of your own by finishing these
sentences.
1. As heavy as ______________________________________
2. He was a cold _____________________________________
3. She had skin like a _________________________________
4. As cool as _______________________________________
5. The mountain was a ________________________________
6. Slippery like a ___________________________________
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Thumbprint by Eve Merriam
Discussion Questions
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Personification and Hyperboles
Personification is a comparison that treats things as if they were capable of the actions and
feelings of people.
Examples of personification:
Hyperbole is used as a figure of speech. For example: I could sleep for a year!
Examples of hyperboles:
Identify whether the following sentences use a hyperbole (H) or personification (P):
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Allusions
Read the sentences below and explain their meaning based on the allusion in each sentence.
Research the meaning of any allusions that are unfamiliar to you.
1. Because of the determination of its people, the country rose like a phoenix from the ashes of
revolution.
_________________________________________________________________________________________________________
2. His rise to become head of an international corporation is a real Horatio Alger story.
_________________________________________________________________________________________________________
3. After working out at the gym, I felt like I could battle Hercules.
b. What does this allusion tell us about the speakers work out?
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Caged Bird by Maya Angelou
The free bird leaps
on the back of the wind
and floats downstream
till the current ends
and dips his wings
in the orange sun rays
and dares to claim the sky.
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Discussion Questions for Caged Bird
1. Paraphrase the poem.
2. What do you think the poem is attempting to do? Educate the reader, create nostalgia , or fear, evoke a
mood, etc? Is the poet effective?
4. Can you identify the authors intent/purpose? You may also describe this as the theme or message of the
poem.
5. Discuss the imagery of the poem. What kinds of imagery are used?
6. Point out examples of metaphor, simile, personification, or any other literary device and explain their
significance and/ or appropriateness. Also point out significant examples of sound repetition and explain
their function.
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The Courage That My Mother Had by Edna St. Vincent Millay
Discussion Questions
1. Define courage in your own words. Provide an example of courage from your own life and/or an
example of courage that you witnessed.
2. Reflecting on your own life, what personality trait do you feel people admire about you?
3. Thinking about the people close to you (friends, family, etc), who is someone that you admire?
What qualities do you admire about them?
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The Lanyard by Billy Collins
Discussion Questions
1. Provide an example of a simile.
2 What is the mood of the poem?
3. What is the story of the poem?
4. Using your inference skills, what type of relationship do you believe the mother and son have?
Explain with specific lines for support.
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The Revenant by Billy Collins
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Discussion Questions
1. Paraphrase the poem.
2. What do you think the poem is attempting to do? Educate the reader, create nostalgia , or fear, evoke a mood,
etc? Is the poet effective?
3. Who is the speaker? What kind of person is the speaker? Is this clear?
4. Can you identify the authors intent/purpose? You may also describe this as the theme or message of the
poem.
5. Discuss the imagery of the poem. What kinds of imagery are used?
6. Point out examples of metaphor, simile, personification, or any other literary device and explain their
significance and/ or appropriateness. Also point out significant examples of sound repetition and explain their
function.
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Mid Term Break by Seamus Heaney
Discussion Questions
2. The title Mid-Term Break probably makes you think of a holiday. When did you know something was
wrong? Give me the line. What else could mid-term break stand for?
3. What does Heaney mean by the knelling of the bells? What is the literal purpose and metaphorical
purpose?
5. What does the last line do for you? How is the speaker different by that point than during the day?
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Out, Out by Robert Frost
Discussion Questions
4. Do you feel people move on perhaps too quickly after one has died?
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Stopping by Woods on a Snowy Evening by Robert Frost
Discussion Questions
1. Label the rhyme scheme of this poem.
2. The first stanza presents the situation. What is going on in the first stanza?
5. Why are the horses thoughts included in this poem? The horse acts as a foil. What do you think that
might mean?
6. Is there a conflict presented in this poem? If so, what is it? Explain the resolution.
7. What are the final two lines for? What do they mean and what purpose do they serve?
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Stopping by Woods on a Snowy Evening: An Alternate Ending
Compose an alternate ending for Robert Frosts poem. Include a minimum of two stanzas following the
rhyme scheme Frost used (in the first three stanzas). Your ending should explain where the speaker of this
poem is going or why he is stopping in the woods at the time of the poem. Be creative!
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Fifteen by William Stafford
Discussion Questions
4. How does the answer to #3 help you understand how the speaker feels about the bike?
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Sonnet 18 by William Shakespeare
Discussion Questions
2. This poem is dedicated to the mysterious young man. How is this young man better than
nature? Use specific examples from the sonnet.
3. What does the couplet mean? How is this accomplished? This is also the theme of the
sonnet.
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Poetry Portfolio Guidelines
During our poetry unit, you will spend some time writing your own poems. Use the information
on pages 28-34 to help you create and organize your poems. A description and sample of each
poem may be found in the back of this packet.
Be expressive, creative and make this portfolio personal. Keep in mind that each poem must be a
minimum of 14 lines (except the 6-word memoir). Also, please keep in mind that this is a school
assignment. While creativity and personal expression are important, please be mindful of the
content of your poems and the information you choose to share with your teacher and classmates.
Your portfolio should be bound together in some way. We will look at creative examples in class;
however, if you prefer to type and staple your poems together, that is fine. All poems must be
typed and labeled.
Review the rubric on the last page of the packet for more specific requirements. The rubric should
be included in your poetry portfolio.
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Guidelines for #1: Shakespearian Sonnet
1) Your sonnet should be 14 lines.
2) Follow the rhyme pattern ABAB CDCD EFEF GG.
3) Each line should be 10 syllables.
4) Hint: Try www.rhymer.com to help with rhyming
5) Include at least one example of figurative language
WRITING
1. Start with the first set of lyrics you marked. Using the lyrics from the original writer, you
will break down his/ her words into 4 lines, ten syllables each, with the last word of each
line following the rhyme pattern- abab.
You may NOT make up whole lines not present in the original song.
You MAY switch the order of lines around, use synonyms of words, and adjust
syllables (as Shakespeare often did). You may remove words or change their order also.
2. Follow this pattern for the next 3 stanzas to create quatrains 2 and 3. REMEMBER- they
should follow rhyme patters of cdcd and efef. This means, for example, that the last
word from line 2 of your new sonnet can only rhyme with the last word from line 4-
as no other Bs exist in the rhyme pattern.
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3. For your couplet (rhyme pattern gg) you will use the refrain/ hook (repeated part in a
song). This you will break down into 2 lines, ten syllables each that have a final word in
each sentence that rhyme with each other- but nothing else (as above).
ANALYSIS
1. To complete your song sonnet- you must note 3 things at the bottom of the paper:
DEFINE 3 terms: SPEAKER, SUBJECT and AUTHOR
IDENTIFY the SPEAKER, SUBJECT AND AUTHOR of YOUR SONNET
IDENTIFY the original song writer/ artist and original song title
Example: Original song: He Wont Go by Adele 24. Not one resemblance to the man I met,
1. Some say I'll be better without you, 25. Just a vague and broken boy instead,
2. But they don't know you like I do, 26. But I won't go,
3. Or at least the sides I thought I knew, 27. I can't do it on my own,
4. I can't bear this time, 28. If this ain't love, then what is?
5. It drags on as I lose my mind, 29. I'm willing to take the risk,
6. Reminded by things I find, 30. I won't go,
7. Like notes and clothes you've left behind, 31. I can't do it on my own,
8. Wake me up, wake me up when all is done, 32. If this ain't love, then what is?
9. I won't rise until this battle's won, 33. I am willing to take the risk,
10. My dignity's become undone, 34. There will be times, we'll try and give it up,
11. But I won't go, 35. Bursting at the seams, no doubt,
12. I can't do it on my own, 36. We'll almost fall apart and burn the pieces
13. If this ain't love, then what is?
Song Sonnet:
14. I'm willing to take the risk,
A. Some say I will be better without you
15. I won't go, B. But I just simply cannot bear this time
16. I can't do it on my own, A. And they do not know you the way I do
B. Time drags on as I am losing my mind
17. If this ain't love, then what is? C. Wake me up; wake me up when all is done
18. I'm willing to take the risk, D. If this is not love, then tell me what is?
C. I will not rise until this battle's won
19. So petrified, I'm so scared to step into this D. I'm ready and willing to take the risk
ride, E. Petrified, scared to step into this ride
F. Not one resemblance to the man I met
20. What if I lose my heart and fail the climb? E. What if I lose my heart and fail the climb?
21. I won't forgive me if I give up trying, F. I see a vague and broken boy instead
G. But I will not go, cant do it alone
22. I heard his voice today, G. But I will not go, cant be on my own.
23. I didn't know a single word he said,
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Guidelines for #3: 6-Word Memoir
Visit http://www.sixwordmemoirs.com/ for inspiration! Or brainstorm in the space below.
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Guidelines for #5: Memory poem
Lets travel back in time to one of your childhood memories. Perhaps this memory makes you feel warm
and secure, perhaps it brings back the fear or sadness that you experienced at the time. Choose a memory
and think about it.
1. PLAN. Before writing, think about how you might begin. For example: begin with a bit of
dialogue to draw us immediately into the scene. Try to capture the patterns of real
speechshort sentences, often incomplete. Next, think about a person or place that is
important to the memory. Try to recall at least five specific details that would help us to
HEAR, SMELL, or TOUCH this person or place.
2. WRITE. Let the words flow! Try to bring us with you, using strong verbs, crisp adjectives,
lively adverbs, and lines of varying length. Cross out and change as you go along. Think of
a few titles; choose the best.
3. PLAN. Before writing, think about how you might begin. For example: begin with a bit of
dialogue to draw us immediately into the scene. Try to capture the patterns of real
speechshort sentences, often incomplete. Next, think about a person or place that is
important to the memory. Try to recall at least five specific details that would help us to
HEAR, SMELL, or TOUCH this person or place.
4. WRITE. Let the words flow! Try to bring us with you, using strong verbs, crisp adjectives,
lively adverbs, and lines of varying length. Cross out and change as you go along. Think of
a few titles; choose the best.
(Memory poem must include a specific mood and one piece of imagery not relating to sight)
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Guidelines for #6: Tribute poem
Create a tribute poem dedicated to someone special in your life. Focus on a strong and unmatched
personality trait from that person. Consider using a memory in your poem.
Include at least:
o one metaphor
o one piece of imagery that is not related to visual imagery (sight)
o specific rhyme scheme
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Poetry Portfolio Rubric
NOTE: The following points will be deducted from your project, if necessary:
TOTAL POINTS: _________ / 25
-2 points if printed in class on due date
-2 points if rubric or checklist is not attached
-1 point if stapled/assembled in class on due date 34
-1 point for errors in spelling/grammar
-15% points per day late