Professional Documents
Culture Documents
English 10B
Unit 4
Student Activity:
Response
e to Poetry
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Date____________________________
Objectives
In this activity, you will:
identify, analyze, evaluate, and compare/contrast the appropriateness of diction, sound, imagery,
form, and figurative language in poems
interpret, paraphrase, analyze, and compare/contrast the theme and meaning of selected poems
compare and contrast the use of rhyme, rhythm, and sound to convey a message
compare and contrast the ways in which poets use techniques (e.g., tone) to evoke emotion in the
reader
convey ideas, interpretations, and analysis of poetry into visual and auditory representations
use evidence from the poem to support and justify interpretations
Links
A Framework for Responding to Poetry
http://redirect.platoweb.com/338056
Poetry Archives
http://redirect.platoweb.com/337939
Activities
In the following activities, you will learn about analyzing poetry. You will read and compare two
poems. Then, you will select a poem, develop a response, and create a presentation to express your
interpretation of the poem.
People say that poetry is the voice of the heart and soul. Poetry often has the ability to deeply touch
our emotions. In poetry, the poet is able to express emotions in ways that are very different from other
narrative forms. Reading and interpreting poetry, though, requires a different set of skills and
knowledge than we use when reading novels, short stories, or informational materials. To be
successful in responding to poetry, an understanding of literary analysis terms and the following basic
poetic terms is necessary:
1. Visit the preceding link, A Framework for Responding to Poetry, and study a framework to use for
responding to poetry.
Permission is granted to instructors to copy and distribute this work sheet for instructional purposes only. Copyright 2005 PLATO Learning, Inc. All rights reserved. PLATO is a
registered trademark of PLATO Learning, Inc. PLATO Learning is a trademark of PLATO Learning, Inc.
2. These are some steps that can also help you respond to a poem.
A. Read the poem and make notes concerning your first impressions of the poem.
B. Reread the poem and try to comprehend the literal meaning. Because poems are often not
written using complete sentences and words are often left out, you may need to fill in words
and rearrange the word order to help you understand what is going on. What do you think the
poet is talking about?
C. Break the poem into its literary elements and poetic devices and begin to analyze each one,
thinking about why and how the author uses each one. Then, look at the cumulative effect of all
of them. Look for connections between them as well. Hint: A chart will be helpful at this point.
D. Look closely at the poets use of language. What time period was the poem written? How does
this impact the word choice and writing style? What details does the poet use? Evaluate the
poets word choice. What style does the author use? How is the piece organized? Are imagery
and symbolism included?
E. Draw conclusions about what you read. What evidence from the poem can you use to support
these conclusions?
3. Read the following two poems, as you think about the steps above. Then, answer the questions
that follow.
L. How do you think the mistress in Shakespeares poem and the woman in Lord Byrons
poem would react if they read their poem?
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4. Visit the preceding Poetry Archives link and read a variety of poems there. Select one that either
describes you as a person or has a message that is important to you. You may want to search
under the Top Poems link. Print out the poem and hand it in with your assignment.
5. Answer these questions.
A. What poem did you select? Who wrote it?
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B. When was the poem written? Where was the poet from?
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C. Why did you select this poem?
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D. What is the theme/main message of the poem? How does the poet convey it? State this in
47 sentences.
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Permission is granted to instructors to copy and distribute this work sheet for instructional purposes only. Copyright 2005 PLATO Learning, Inc. All rights reserved. PLATO is a
registered trademark of PLATO Learning, Inc. PLATO Learning is a trademark of PLATO Learning, Inc.
E. How does the poets word choice, style, description, and so on, affect the meaning of the
poem? Cite 23 specific examples to discuss.
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F. Why does this poem speak to you? Use specific phrases or lines to support your
reasoning.
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G. Create either a poster or a presentation using a software program such as PowerPoint that
reflects your personal and literary evaluation of the poem that you chose. Use a variety of
materials when creating a poster (e.g., cut-outs from magazines, paper drawings,
newspapers, and markers). If using presentation software, select appropriate background
music. Be prepared to share/present to your class or organize a poetry evening and invite
the community to learn more about the meaning of poetry.
Permission is granted to instructors to copy and distribute this work sheet for instructional purposes only. Copyright 2005 PLATO Learning, Inc. All rights reserved. PLATO is a
registered trademark of PLATO Learning, Inc. PLATO Learning is a trademark of PLATO Learning, Inc.