Last class you should have completed your five drafts of poems. You may have moved on to view and listen to the poems I linked to regarding sound. Various students didn't get a chance to BRAINSTORM and play with these sound devices. Today, take 10-15 minutes and write in your journal. You may choose to work with one partner if you'd like. Try as many of these as time allows.
When the bell rings, gather in room 238 to read an article you would have had to read for homework. Then when we return, continue your work, but with this new information in mind.
SOME KEY POETIC TERMS YOU NEED TO KNOW:
Diction: word choice. Select words in your poem carefully to carry the most meaning. All words have a denotative meaning and a connotative meaning. Understatement, euphemism, and other rhetorical strategies may be used to affect a poem's diction. Speaking to your elderly grandparents uses a different diction than speaking to your "homies".
Voice: The agent or "speaker" speaking through the poem. Also called the "persona".
Tone: Often the attitude of your speaker or the voice. Identified in a poem by diction.
- Choose a letter from the alphabet. List associated words that begin with this letter. Don't try to make sense, but trust your instincts. Rearrange the list into a tongue twister. Write as many tongue twisters in your journal as you need to. Share your tongue twister with a friend.
- Choose a letter from the alphabet. List associated words that do NOT begin with this letter, but that the letter is present in the body of the word. Ex. little, brittle, shuttle all have "tt" in the word, creating consonance. Write a tongue twister by combining consonance, assonance AND alliteration.
- Make a list of rhyming words. Write a song or sappy greeting card poem with the words.
- With a partner try the following to create new words: WRITER ONE starts by whispering or saying the prefix or first part of a word. WRITER TWO finishes the word by naming the root or suffix of the proposed sound. Ex. Writer One: Shh; Writer Two: Uut. The word together: shut. Record a few of these in your notebook/journal.
- Make two columns in your journal. In one column list common nouns or adjectives: ex. house, rock, green. On the next column, write a different word that means the same thing: ex. hut, stone, beryl. Note how the different word has a different sound and therefore feeling to it.
- The _____ goes: (insert sound here). We all know a cat goes meow, but what does a pine tree sound like? How about a fence? or a goldfish? Being poetic, play around with the sound of inanimate objects and animals that are not traditionally found on a speak-n-spell. Ex. The rollerskate goes shkurrrr. Make a list of these onomatopoeia.
- Please compose a DRAFT of a poem, paying close attention to using sound techniques. When you complete the draft, label it as "sound imagery" poem draft #1, then turn it in to my "in-box". You should finish this draft today in class. Chop-chop.
When the bell rings, gather in room 238 to read an article you would have had to read for homework. Then when we return, continue your work, but with this new information in mind.
SOME KEY POETIC TERMS YOU NEED TO KNOW:
Diction: word choice. Select words in your poem carefully to carry the most meaning. All words have a denotative meaning and a connotative meaning. Understatement, euphemism, and other rhetorical strategies may be used to affect a poem's diction. Speaking to your elderly grandparents uses a different diction than speaking to your "homies".
Voice: The agent or "speaker" speaking through the poem. Also called the "persona".
Tone: Often the attitude of your speaker or the voice. Identified in a poem by diction.
- Tone can be formal or informal depending on the diction a poet uses.
- Tone can be ironic, sarcastic, serious, pedantic, or hyperbolic depending on the voice a poet selects.
- Tone can be positive or negative or neutral. Selecting one of these tones can or should affect your diction.
Some examples/suggestions:
- age your speaker about 30 or 50 years.
- change the gender or cultural heritage of your speaker
- increase or decrease your speaker's IQ by several points
- make your speaker in love with the subject of the poem
- make your speaker fear or dislike the subject of the poem
- Use one of the tones mentioned above
- Use understatement, euphemism, or any other rhetorical strategy dealing with diction
- Change the career or occupation of the speaker. If your speaker, for example, was a student--make them a doctor or a lawyer or a disc jockey or a horse jockey.
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