POETRY Lesson 5

1. POETRYLesson 5 Figurative Language & POV

2. Bell Ringer #5 (A) 3/25 & (B) 3/28 • Why do authors use figurative language in poetry? • Turn to your neighbor and ask for a topic. Write a FOUR line poem about that topic using at least TWO examples of figurative language. Do not mark/underline your examples. Another group member will have to locate them after you finish.

3. Agenda 3.25 (A) & 3.28 (B) By the end of class you will be able to: • identify and explain the use of literary and sound devices • Analyze how the use of literary devices creates meaning • Use evidence from a text to formulate and justify opinions.

4. Word Work #5 The following words have the same root: mortal, immortal, mortality, mortician, mortuary • What root do all these words share? • Look up the definitions of each word and write it down. • Based on the definitions, what do you believe the root means?

5. The BellsStanza IV Whole Class Practice

6. Figurative Language in “The Bells” Hear the tolling of the bells - Iron bells! What a world of solemn thought their monody compels! In the silence of the night, How we shiver with affright At the melancholy menace of their tone! For every sound that floats From the rust within their throats Is a groan. And the people - ah, the people - They that dwell up in the steeple, All alone, And who, tolling, tolling, tolling, In that muffled monotone, Feel a glory in so rolling On the human heart a stone - They are neither man nor woman - They are neither brute nor human - They are Ghouls: -

7. And their king it is who tolls: - And he rolls, rolls, rolls, Rolls A paean from the bells! And his merry bosom swells With the paean of the bells! • And he dances, and he yells; Keeping time, time, time, In a sort of Runic rhyme, To the paean of the bells: - Of the bells: Keeping time, time, time

8. In a sort of Runic rhyme, To the throbbing of the bells - Of the bells, bells, bells: - To the sobbing of the bells: - Keeping time, time, time, As he knells, knells, knells, In a happy Runic rhyme, To the rolling of the bells - Of the bells, bells, bells - To the tolling of the bells - Of the bells, bells, bells, bells, Bells, bells, bells, - To the moaning and the groaning of the bells. • What is the mood of this stanza? • What is the tone of this stanza? • Identify the sound devices used in this stanza. • Identify the figurative language in this stanza.

9. Skill Focus Review

10. Skill Focus: Figurative Language and Point of View Turn to your neighbor and review the following figurative language terms. You have 5 minutes. • Simile versus Metaphor • Symbolism • Personification • Hyperbole • Oxymoron • Imagery

11. EXTENDED METAPHOR • A metaphor that goes several lines or possible the entire length of a work.

12. IMPLIED METAPHOR • The comparison is hinted at but not clearly stated. • “The poison sacs of the town began to manufacture venom, and the town swelled and puffed with the pressure of it.” • from The Pearl • by John Steinbeck

13. Point of View Review • Now turn to your neighbor and review the following point-of-view terms. • 1st person p.o.v • 2nd person p.o.v • 3rd person omniscient • 3rd person limited

14. POET The poet is the author of the poem. SPEAKER The speaker of the poem is the “narrator” of the poem. POINT OF VIEW IN POETRY In addition to 1st, 2nd and 3rd point of view, the poet is often distinguished from the speaker of the poem.

15. Label the rhyme scheme. • Is the rhyme scheme predictable? • Find an example of external rhyme. • Find an example of internal rhyme. • Find an example of onomatopoeia. • Find an example of consonance. • Find an example of assonance. • Is there alliteration in this poem? • Dying by Emily DickinsonI heard a fly buzz when I died; The stillness round my formWas like the stillness in the air Between the heaves of storm.The eyes beside had wrung them dry, And breaths were gathering surerFor that last onset, when the king Be witnessed in his power.I willed my keepsakes, signed away What portion of me ICould make assignable, —and thenThere interposed a fly,With blue, uncertain, stumbling buzz,Between the light and me; And then the windows failed, and then could not see to see.

16. Label the rhyme scheme. • Is the rhyme scheme predictable? • Find an example of external rhyme. • Find an example of internal rhyme. • Find an example of onomatopoeia. • Find an example of consonance. • Find an example of assonance. • Is there alliteration in this poem? • Dying by Emily DickinsonI heard a fly buzz when I died; AThe stillness round my form BWas like the stillness in the air C Between the heaves of storm. BThe eyes beside had wrung them dry, DAnd breaths were gathering surer EFor that last onset, when the king FBe witnessed in his power. EI willed my keepsakes, signed away GWhat portion of me I HCould make assignable, —and then IThere interposed a fly, HWith blue, uncertain, stumbling buzz, JBetween the light and me; KAnd then the windows failed, and then Lcould not see to see. K

17. Independent Practice

18. Independent Practice Small Group Practice/Independent Practice • “The Witch” • “Root Cellar” • “A Poem for the Blue Heron” • In your groups you will be analyzing a poem. • Be ready to present your analysis to the class.

19. Analysis Presentations

20. Exit Slip: • What is the mood? • What is the tone? • What type(s) of figurative language does he use? Give an example from text. • Explain how the figurative language helps establish the tone. • What is the theme? • How did the fig. language develop the theme? You know a dream is like a river Ever changin' as it flows And a dreamer's just a vessel That must follow where it goes Trying to learn from what's behind you And never knowing what's in store Makes each day a constant battle Just to stay between the shores And I will sail my vessel 'Til the river runs dry Like a bird upon the wind These waters are my sky I'll never reach my destination If I never try So I will sail my vessel 'Til the river runs dry