Practice Close Read; Poetry
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Introduction |
Reading poetry has become a fearsome thing, when it shouldn't be. Good Poetry is writing distilled to its finest essence. You have done much work with poetry all ready. this unit serves only to put a finer edge on it. |
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Table of Contents |
The following topics are going to comprise a brief introduction to poetry. |
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Topic |
See Page |
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How to Read a Poem |
C-2 |
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Practice: "What's That Smell in the Kitchen" |
C-3 |
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Practice: "Those Winter Sundays" |
C-5 |
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Practice: "The Tyger/The Lamb" |
C-7 |
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Practice: "Come, my Celia", "Bridal Couch" |
C-9 |
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Practice: "Chanson Innocente" |
C-12 |
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Practice: "The Road Not Taken" |
C-14 |
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Robert Frost |
C-16 |
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Sheet of Notes |
C-18 |
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Frost Test |
C-20 |
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Writing the Close Read Poetry Essay |
C-23 |
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A.P. Multiple Choice Poetry |
C-27 |
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Feedback |
C-28 |
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Edit Sheet |
C-30 |
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Challenges |
For this unit, the challenges will be in English and Western Literature (DWM). |
How to Read a Poem
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Introduction |
This high flown title serves to announce nothing special. You read a poem much the same as you would read a section of prose. |
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Procedure for Reading and Understanding a Poem |
This procedure is much the same as the procedure used for prose. |
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Step |
Action |
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1 |
Read the poem openly |
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2 |
Paraphrase: • Sentence by Sentence, or... • Imagine/Draw a picture |
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3 |
What is the tone/mood/emotions that the poet wants you to feel? |
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4 |
Symbolism • Search and Explain |
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5 |
Structure • Search and Explain |
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6 |
Prioritize • Which are the most Impt? • Which are unusual? |
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7 |
Similar Works |
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The Difference Between Poetry and Prose |
Poetry is much more distilled and concentrated than prose. In prose, every word counts. In poetry, every syllable counts. Therefore every word must contribute to the overall meaning of the poem. |
Practice; What's That Smell in the Kitchen
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Introduction |
This poem, by Marge Piercy, is a good start on poetry. |
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Instructions |
Read the poem first, before looking at the questions. Then, work through the questions |
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Content Questions |
Answer the following questions fully. Use another sheet of paper. 1. What is the tone of this poem? 2. Literally, what is this poem about? (Forget the metaphor) 3. The poet is trying to advocate a particular philosophy. What is it? |
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Symbolism Questions |
Answer the following questions fully. Use another sheet of paper. 1. What is the relationship between the food and the location? What sort of literary technique is this? 2. What unifies most of the images (and verbs) in this poem? Where is personification used for that? 3. How could "her life be cooked, and digested, nothing but leftovers..."? What does that mean her life is like? 4. In the second to last sentence, what is the metaphor she uses? Why does that metaphor imply? 5. Explain the last sentence. |
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Structure Questions |
Answer the following questions fully. Use another sheet of paper. 1. What words does she capitalize? (Don't list the words) 2. Where does she repeat sentence structures? What is the effect? 3. How long are the sentences? What is the effect of this? 4. Why does she repeat the word "burning" |
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Challenge |
Read "To Lucasta Going to Wars" on page 224 and answer the following questions. Recalling: 1, 2 Interpreting: 4, 5 |
Practice: Those Winter Sundays
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Introduction |
This is a more subtle and more involved poem than "Smell," with some serious games in the language and structure. |
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Instructions |
Read the poem first, then read and answer the questions. |
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Content Questions |
Answer the following questions fully. Use another sheet of paper. 1. What does "blueblack" mean in line 2 2. What might the "chronic angers" have been 3. What has the father done? How did the son respond to him? 4. What do the words "austere and lonely" mean? 5. What is the tone of this poem? 6. What does the word "too" imply in the first line? |
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Symbolism Questions |
Answer the following questions fully. Use another sheet of paper. 1. The first stanza contains an example of synecdoche. What is it? 2. What does the cold do, in the second stanza? What does that show? 3. What are "Loves....offices?" 4. The last stanza also uses personification. How? Why? |
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Structure Questions |
Answer the following questions fully. Use another sheet of paper. 1. How does the poet uses the sentences for effect in the first stanza 2. Also in the first stanza, the author uses alliteration. What is the effect of it? 3. How does the poet use commas for effect in the second stanza and the first three lines of the third stanza? 4. Why does the poet repeat the phrase in the second to last line? |
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Challenge |
Read "When I was One and Twenty" on page 445 and answer the following questions. Recalling: 1, 2 Interpreting: 3, 4, 5 Extending: 6 |
Practice: The Tyger/ The Lamb
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Introduction |
These are two poems from the very young pen of William Blake. They are meant to be read in tandem. |
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Instructions |
Read the poems first, then read and answer the questions. |
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Content Questions |
Answer the following questions fully. Use another sheet of paper. 1. In "The Tyger", Answer the rhetorical question in the first stanza; who made the lion? Who made the lamb? 2. What does Blake think about God, as witnessed by 'The Tyger"? Can you unify the same God with the one in "The Lamb" 3. How was the Tyger created, from the imagery? 4. What is the tone of "The Tyger" What is the tone of "The Lamb" |
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Symbolism Questions |
Answer the following questions fully. Use another sheet of paper. 1. Who is the Lamb? What are the qualities of a lamb? What else is the lamb like? 2. Is the Tyger an image for Satan? Explain. |
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Structure Questions |
Answer the following questions fully. Use another sheet of paper. 1. Why is the rhyme so tight in the lamb? What does it imply? 2. Why is there so much repetition in the lamb? What does that repetition imply? 3. In "The Lamb" the poet uses internal symmetry in the second stanza. What is Internal Symmetry? What is it's effect? 4. In "The Lamb," the poet uses rhetorical questions, but he answers them. Why? 5. In "The Tyger", the poet uses rhetorical questions without answers. Why? 6. Look at the rhyme in "The Tyger." Is it regular or broken? What is the effect of that? 7. This poem also uses internal symmetry and repetition. How is the effect different from that of "The Lamb? |
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Challenge |
Read "A Poison Tree" and "The Sick Rose" on page 314 and answer the following questions. Poison Rose Recalling: 1, 2 1, 2 Interpreting: 4, 5 3, 4 Extending: 6 |
Practice: "Come, My Celia" and "The Bridal Couch"
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Introduction |
Both of these poems are "Carpe Diem" poems. Carpe Diem, as I am sure you remember means Seize the Day, because Tomorrow We Will Die. |
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Instructions |
The questions are a lot more general for these two poems, since I want you to start being able to do your own analysis. |
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Content Questions |
Answer the following questions fully. Use another sheet of paper. 1. What is the tone of both poems? 2. In "Celia" What is the speaker trying to get his love to do? What do the last four lines mean? What are the "sports of Love" What is "perpetual night." Why should she agree with him? 3. In "Bridal Couch" what is he trying to get his love to do? What does the title mean? What will "follow this..." What does the word "beget" mean? 4. Why, do you suppose, is the Carpe Diem motif written primarily by men. |
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Symbolism Questions |
Answer the following questions fully. Use another piece of paper. 1. In "Celia" what does the poet personify? Why? How does he use the image of a day? What other metaphors does he use? 2. In "Bridal Couch" what is the controlling, but unwritten metaphor in the first stanza? In the second stanza, what two natural metaphors does he use? Why? What is the metaphor in the last stanza? In the third stanza, what happens when they "wrestle death"? |
Structure Questions
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2. In "Bridal Couch," what is the rhyme scheme? The Rhyme scheme breaks at one place. Why? What does the poet do to the internal structure of many of his lines? What is the effect of that? If you were to divide this poem in half, where would you do it? What lines sound "weird"? Why? What other structural tricks are used? |
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Challenge |
Read "A Valediction; Forbidding Mourning" on page 208 and answer the following questions.
Recalling: 1, 2, 4, 5, 6 Interpreting: 7, 8, 9 Read "Do Not Go Gentle Into That Good Night" on page 565 and answer the following questions. Recalling: 1, 2, 3 Interpreting: 4, 5, 6 |
Practice: chanson innocente
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Introduction |
e e cummings is among the most interesting and tricky writers to have ever written in the English language. Everything in this poem is used for effect, including spaces. |
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Instructions |
The questions are going to be even more vague, relying more on your powers of interpretation. |
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Content |
Answer the following questions fully. Use another sheet of paper. 1. What words has cummings invented for this poem? Define them? 2. How does Cummings seem to feel about spring time? 3. What were the kids doing before the balloonman whistles? 4. The title means "innocent song" or "song of the innocents" How does the title reflect the poem? |
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Symbolism Questions |
Answer the following questions fully. Use another sheet of paper. 1. Why is the balloon man "goat footed"? Describe the balloonman? 2. Generally, what happens in Spring time? 3. What are examples of synecdoche? Why are they used? |
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Structure Questions |
Answer the following questions fully. Use another sheet of paper. 1. How does the poet use spacing for effect? 2. How does the poet use repetition for effect? 3. How does the poet use capitalization for effect? 4. Why aren't there any punctuation marks (aside for a dash) in this poem? |
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Challenge |
Read "The Second Coming" on page 537 and answer the following questions.
Recalling: 1, 2, 4, 5 Interpreting: 6, 7, 8 |
Practice: "The Road Not Taken"
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Introduction |
This is a hugely famous ad much mis-interpreted poem. Frost, as you will learn, was a major trickster. This is his most favorite trick. |
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Instructions |
The questions now are as broad as they can get, and still be questions. |
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Content Questions |
Answer the following questions fully. Use another sheet of paper. 1. Write a sentence by sentence paraphrase of this poem. 2. What is the difference between the two roads? 3. What is the mis-interpreted message of this poem? What is the real message of this poem? 4. Who is the persona of this poem? Describe him. |
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Symbolism Questions |
Answer the following questions fully. Use another sheet of paper. 1. What examples of figurative language are in this poem? What effect do they produce? 2. Is this poem an Allegory? Explain. |
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Structure |
Answer the following questions fully. Use another sheet of paper. 1. How does Frost use sentences in this poem? 2. How does Frost use repetition? 3. How does Frost use rhyme? |
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Challenge |
Read "The Lake at Innisfree" on page 537 and answer the following questions.
Recalling: 1, 2, 3 Interpreting: 5, 6, 7, 8 |
Robert Frost
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Introduction |
At this point, the best way to get in close to poetry is to adopt a poet. I am forcing Frost on you. We are using Frost for two reasons. First, he is a rich, versatile and approachable poet. Like Dickens, who we used in Prose, Frost has examples of everything in his writing. Second, you are familiar with him from junior year. Therefore, you have already wrestled with many of these poems. |
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Quick and Dirty |
Using the library and the group, write a two page time-line of Frost's life. |
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Questions |
Using the timeline and your own highly functional brains, answer the following questions. 1. When did Frost write his most famous and best written poetry? 2. What did Frost do to make money? 3. Why might he have a somewhat bleak view of life? 4. What other writers and poets were born around the same time as Frost? What else do they have in common? 5. What would be the highlight of Frost's life? 6. What do you suppose is the most important detail to remember about him as you read his poetry? |
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Frost Project |
Using a three person group, write a "note sheet" on six Frost poems. After you have finished your notes, I will photocopy and handout everyone's notes. Then I will give a test on all Frost poems. Remember to read them in the way I have instructed you. |
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Group Practice |
Before you begin to work on these poems, decide what your group process is going to be and write it down. Your process needs to... • Involve everyone • Balance work fairly • Allow for review of work • Allow for the work to be done on Deadline |
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Group Practice Hints |
You may make this part of the chore easier if you |
• Look at the Group Process used in the Prose section
• Assign Homework and make the teacher responsible for enforcing it.
• Use critical sources
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Frost Poems |
Pick 6 of the following poems • The Oven Bird • Birches • Provide, Provide • Two Tramps in Mudtime • Design • Never Again Would Birds' Song Be the Same • Range-Finding • After Apple-Picking • The Gift Outright • Hyla Brook • Fire and Ice • Departmental |
Sheet of Notes
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Introduction |
The following sheet of notes should be helpful in analyzing poems. |
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Tone |
That tone or the purpose of the poem is:
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Content |
The following chart should help you with analysis. Remember to prioritize. |
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Type |
Example |
Why Impt? |
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Symbolism |
The following chart should help you with analysis. Remember to prioritize. |
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Type |
Example |
Why Impt? |
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Structure |
The following chart should help you with analysis. Remember to prioritize. |
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Type |
Example |
Why Impt? |
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Frost Exam
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Introduction |
The following exam is designed to test you on your knowledge of Frost's poetry and your ability to analyze poetry. |
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Quote Identification: |
Identify the following quotes: What poem are they from and what are they talking about? 1. "But swinging doesn't bend them down to stay as ice-storms do."
2. "I shall be telling this with a sigh, ages and ages hence."
3. "Except as a fellow handled an ax, they had no way of knowing a fool."
4. "We love the things we love for what they are."
5. "...the slow odorless burning of decay."
6. "My right might be love, but there's was need. Where the two exist in twain, there's was the better right, agreed."
7. "Die early and a avoid the fate, Or if predestined to die late make up your mind to die in state." |
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8. "Something we were withholding made us weak, Until we found it was ourselves we were withholding From Our land of living. Such as we were, we gave ourselves outright."
9. "He could declare, and would himself believe."
10. "From what I've tasted of desire, I hold with those who favor fire."
11. "And to do that to birds was why she came."12. "My object in living is to unite my vocation and my avocation As my two eyes make one in sight."
13. "The question he frames, in all but words, is what to make of a diminished thing."
14. "The woodchuck could say whether its like his Long Sleep, as I describe it's coming on. Or just some human sleep."
15. "What brought the kindred spider to that height, Then steered the white moth thither in the night." |
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Carries him out of there."
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Analysis |
Read the following, famous poem by Robert Frost. Analyze it for meaning, looking at content, figurative language and structure. Use complete sentences.
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Writing the Close Read Poetry Essay
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Introduction |
There are three types of essay that the A.P. Exam will throw at you: the poem close read, the prose close read, and the open question. This unit will help you write a successful poetry close read essay. The poetry close read is exactly like the prose close read. |
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Structure |
You should use one of the following structures in writing this sort of essay. A. B. Classic Intro: Tone Classic: paraphrase, tone Content Section 1 Symbolism Section 2 Structure Section 3 Other Book Other Book |
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Anecdote Opening |
If you feel particularly comfortable, use the anecdote opening. Otherwise avoid it. |
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Guidelines |
The Close Read essay is different from other essays you have written. The form does not necessarily make for a good essay, but your aim is to score high. 1. Read the Question: |
Before each passage they ask you a specific question. Read it and pay attention to it as you answer. Many times the question will structure your essay.
Example:
"Read the poem below carefully. You will note that it has two major sections that are joined by another section, lines 21-26. Write an essay in which you discuss how the diction, imagery and movement of the verse in the poem reflect differences in tone and content between the two larger sections"
Response:
The question is asking for you to do all the close read things, but to have two body divisions; a tone one and a content one. It is a comparison contrast essay.
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2. Use the Literary Terms:
The words you know count for points. Use them.
3. Don't be short about it.
Length seems to matter. Don't prattle on about things, but don't cut yourself short.
4. Be careful with spelling and mechanics errors.
Spelling and other errors need to be avoided. They don't kill you, but they might injure you. Try to avoid really torturous sentence constructions.
5. Use the Close Reading Procedure.
It will help you. Remember you don't need to write everything down.
6. Be confident.
The essays are designed to dishearten you, while not being all that difficult. Don't get trapped.
7. Quote.
Use the text to support your point. It looks cool, helps the argument and fills the page. Quoting is particular important when you write poetry essays.
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Process |
Use the following process when writing an AP Close Reading Essay |
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Step |
Action |
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1 |
Read the poem, but not the instructions |
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2 |
Read the instructions |
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3 |
Skim and underline content • What is the tone or purpose? |
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4 |
Skim and underline symbolism |
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5 |
Skim and underline structure |
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6 |
Structure your essay • Find "Other Book Conclusion." |
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Write Essay |
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Proofread for mechanical errors |
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Exercise |
Read Question 2 "If but some vengeful god..." and answer the questions. |
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Questions |
Answer the following questions fully. Use another sheet of paper. • What does the question ask you to do? • What is the tone of the poem? • What are important details used? • What are the words you don't know, but can guess at? • What are important symbolic elements • What are important structural elements? • Structure your Essay. • What book would you read for an other book conclusion. |
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Responses |
Now read essays 1-A, 1-B, and 1-C and answer the following questions fully on another sheet of paper. • What are the main differences between 1-A and 1-C? • What are the main differences between 1-B and 1-A |
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Writing |
Pick one of the following poems and write an answer on your own. Please use the essay writing process |
A.P. Multiple Choice Poetry
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Introduction |
The multiple choice section of the A.P. Exam accounts for half of its worth, yet we tend to concentrate on the writing. Read and be confident with this section. |
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Close Reading Assignment |
Read the poems from the A.P. Exam and write a short sheet of notes. After you have completed the notes, I will give you the multiple choice questions |
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Close Reading Process |
Use the following passage for each poem. |
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Step |
Action |
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1 |
Read the piece openly |
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2 |
Skim the piece looking for Content |
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3 |
Skim the piece looking for the Symbolism |
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4 |
Skim the piece looking for Structure |
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5 |
Prioritize |
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Group Process |
For this initial work, please use the following Group process. |
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Step |
Action |
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1 |
Choose Roles |
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2 |
One person reads aloud, everyone else reads silently |
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3 |
One person reads and writes for Content |
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4 |
One person reads and writes for Symbolism |
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5 |
One person reads and writes for Content |
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6 |
Notes are switched and checked for accuracy • Be thorough and positive |
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7 |
Group prioritizes |
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8 |
Final Notes are handed in |
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9 |
Individuals do multiple choice questions. |
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Feedback: Close Reading
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Introduction |
Feedback gives you the opportunity to comment on the work you have just studied and how you studied it. Your answers will affect how I teach the poetry in the future. |
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The Work |
Answer the following questions by marking a number between 1- 10. 10 means you are extremely happy, while 1 means you are heavily bummed. • How well did you enjoy doing the work? ___ • Do you understand poetry better now than you once did? ___ • How much did the readings help you ___ • Were the readings interesting ___ • Did the writing help you? ___ • Was your writing interesting? ___ • How well did you work with your partner or your Group? (see below) ___ |
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The unit |
Answer the following questions by marking a number between 1- 10. 10 means you are extremely happy, while 1 means you are heavily bummed. • How hard were the homeworks? ___ • How hard were the quizzes? ___ • How hard were the essays? ___ • How hard were the tests? ___ |
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Open ended Questions |
Answer these questions with a short phrase or sentence. • Did you do any of the challenges that relate to this unit? • Did you write any essays that relate to this articles in this unit? • What was your grade on the exam? • What was your grade on the essays? • What would you change in this unit, if you could? • What exercise did you like in this unit? |
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Your Group |
This is one of the few units where students form their own groups and the rules to their own groups. • How well did your group work together? • What grade did you recieve on the Frost project? • What might you change about your group? • What did your group do well? • Do you prefer making the rules up for your own group or following the teacher's rules? Explain. |
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Other Thoughts |
Do you have other thoughts or concerns about the class or the work? If so, please put them right here.
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Edit Sheet
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Introduction |
This sheet will serve as a guide for any bit of writing you do after this unit. After having studied and succeeded in this unit, any paper you hand in should fit these criteria. |
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Parts of Speech |
A well written paper will use the following elements |
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Elements |
Poor |
Decent |
Awesome |
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Specific and Proper Nouns |
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Action Verbs |
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Few Adverbs |
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Colorful Adjectives |
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Correct Punctuation |
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Correct Capitalization |
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Sentence Structure |
A well written paper will use the following elements.
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Elements |
Poor |
Decent |
Awesome |
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A Variety of Sentence Patterns |
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Clauses |
A well written paper will use the following elements.
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Elements |
Poor |
Decent |
Awesome |
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Some Adjective and Adverb Clauses |
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Few Parenthetical Expressions |
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Few Noun Clauses |
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Paragraphing |
A well written paper will use the following elements.
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Elements |
Poor |
Decent |
Awesome |
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Transitions |
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Organized Paragraphs with at least 4 Sentences |
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Good Topic Sentences |
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Close Read |
A well written A.P. Essay will use the following elements.
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Elements |
Poor |
Decent |
Awesome |
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Overall Structure |
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Interesting Introduction |
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Interesting Conclusion |
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Answers the Questions |
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Uses Literary Terms |
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Has Enough Thoughtful and Accurate Examples |
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Has Quotes |
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Clarity |
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Length |
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What was Good about this Essay? |
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What needs work in this essay? |
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Grading |
Honors Pass Rewrite |