English II Honors - Assignment #4 Plath

Hey guys!

Already we have completed exercises on poetry analysis, Langston Hughes/Harlem Renaissance, ee cummings, and now we will complete a final exercise on Sylvia Plath. While it may seem I have chosen each of the poets at random, I have chosen each for a specific reason, as follows:

Smith/Lindsay - Two personal favorites, plus an introduction to poem analysis
Langston Hughes - Poetry that relates to a literary movement (Harlem Renaissance)
ee cummings - Poetry that experiments in style and form (syntax and punctuation)
Sylvia Plath - Poetry that that belongs in a subgenre (confessional poetry)

It is important to understand that poetry does not exist in a vacuum; it comes from somewhere, relates to something, was written by someone, and has something important to say even if the only thing of importance is that the poem does not consider itself important.

SYLVIA PLATH

1. Sylvia Plath helped begin a style of poetry referred to as 'confessional poetry'. Read more about the movement here:
http://www.poets.org/viewmedia.php/prmMID/5650

2. Read Sylvia Plath's biography here:
http://www.poets.org/poet.php/prmPID/11

3. Read her stunning, emotional poem 'Daddy' here:
http://www.poets.org/viewmedia.php/prmMID/15291

...and watch and listen to it here:
http://www.learner.org/catalog/extras/vvspot/video/plath.html

4. Find another confessional poet you like and post a 250-word response in which you do the following:

-Spend 100 words discussing 'Daddy' and your impression of Plath and her poetry.
- Spend the additional 150 introducing your confessional poet, including a poem you have chosen and your analysis of it.


Please do not get stressed out that this exercise is already posted - it will not be due until Wednesday next week. This will be the final exercise in this unit - the remainder of the time will be spent working on poetry notebooks. NOTEBOOKS WILL BE DUE MONDAY, MARCH 9...that will also be the day we do the coffee shop performance/reading.

Good luck!
Mr. Parsons
English II Honors

English II Honors - My Poetry...for You

Hey guys!

I thought it would only be fair, considering that I have asked you to share so much of your writing with me, that I shared some of my writing with you. These poems do not require you to do anything other than read and enjoy -there will be no assessment. However, feel free to leave comments - they would be greatly appreciated, either positive or negative.

Thanks,
B. Parsons
English II Honors


Sunset Memorial
(For Cindy)

At length, the sun's glance on the hills,
had broken into mysterious hues.
The stark, amber trees echo'd of birds' trills,
and the Ohio waters moped in browns and blues,
for the earth had come to pay its dues.
The sombre mood was set by the dying rays,
and the sun had crested; bearing a dying haze.


On My Neck

I pulled out Dad's dogtags today
uncoiling them, marveling at the shapes
the real deal, olive drab to hide the glint
from an opportunistic Viet sniper.

Battle-scarred, they dangle in my hands.

AUST
45301
PARSONS RW
ANG
A POS

Words embossed into the metal
two tags, one chain, one man
they make the dead easier to catalog.

I think about them, dangling around his neck
knee deep in danger, back against a tree
breathing hard as Viet bullets hailed in.

The tags don't say he was 17.

17, but young enough to don a slouch hat
take a position, fight for his country.

When I was young, I used to play G.I. Joe
I was mad when he wouldn't let me wear them.

He told me, "One day you will have them when I am gone."


Merely Players
(For the Cincinnati Shakespeare Company)

I adore the humble stage,
provided so intimate and honest;
the mind is rarely enough engaged,
that when free from its cage,
the world, I hope, has promise.



Who wouldn't to dream of such things,
and lovingly craft their making?

Instead of sitting idly by,
allowing unborn dreams to die-

You perform. And the world lies, waiting.


Breaking Down
(For Misty Hydrick)

There ain't much money, left in this town
Barely enough for the rich to pass around.
The streets are in tatters, the trees are all dead
Won't be too long, 'til this comes to a head.

A cruiser rolls up, in the old neighborhood,
"Damn them kids, they up to no good!"
A drug deal goes down, a wife gets beat,
And the lil.. boys and girls hears it all from the street.

The street are all dyin', their faces are weary,
Black iron dust, streak..d all acid-rain teary.
The young children watch, as the little town decays,
Wonder'n if all this, gonna be there's some day.


Taste of Trees

Donc a hom dreg en Amor? No,
mas cujarion-s'o li fol.

The heart moves in shapes,
chasing endless parallels
with you
the discontented spirits
bound at the hands, watch
and envy.

English II Honors - Assignment #3 The Wonderful e.e.

One of the most inventive poets I have ever been exposed to is the great e.e. cummings. Read a biography on e.e. cummings at the link below, followed by a reading of the three poems that follow. Then write a 100-word response in which you comment about the characteristics of his style and your feelings about the poetry.

http://www.poets.org/poet.php/prmPID/156

i carry your heart with me
by E. E. Cummings

i carry your heart with me(i carry it in
my heart)i am never without it(anywhere
i go you go,my dear; and whatever is done
by only me is your doing,my darling)
i fear
no fate(for you are my fate,my sweet)i want
no world(for beautiful you are my world,my true)
and it's you are whatever a moon has always meant
and whatever a sun will always sing is you

here is the deepest secret nobody knows
(here is the root of the root and the bud of the bud
and the sky of the sky of a tree called life;which grows
higher than the soul can hope or mind can hide)
and this is the wonder that's keeping the stars apart

i carry your heart(i carry it in my heart)

anyone lived in a pretty how town
by E. E. Cummings

anyone lived in a pretty how town
(with up so floating many bells down)
spring summer autumn winter
he sang his didn't he danced his did

Women and men(both little and small)
cared for anyone not at all
they sowed their isn't they reaped their same
sun moon stars rain

children guessed(but only a few
and down they forgot as up they grew
autumn winter spring summer)
that noone loved him more by more

when by now and tree by leaf
she laughed his joy she cried his grief
bird by snow and stir by still
anyone's any was all to her

someones married their everyones
laughed their cryings and did their dance
(sleep wake hope and then)they
said their nevers they slept their dream

stars rain sun moon
(and only the snow can begin to explain
how children are apt to forget to remember
with up so floating many bells down)

one day anyone died i guess
(and noone stooped to kiss his face)
busy folk buried them side by side
little by little and was by was

all by all and deep by deep
and more by more they dream their sleep
noone and anyone earth by april
wish by spirit and if by yes.

Women and men(both dong and ding)
summer autumn winter spring
reaped their sowing and went their came
sun moon stars rain


if you like my poems let them
by E. E. Cummings
if you like my poems let them
walk in the evening,a little behind you

then people will say
"Along this road i saw a princess pass
on her way to meet her lover(it was
toward nightfall)with tall and ignorant servants."

English II Honors - Magnetic Poetry

For those who want to 'nail' magnetic poetry...(I kill me).

http://www.shadowpoetry.com/magnet.html

English II Honors - Clarification

Hey guys!

My sincere apologies to those who were not able to understand the assignment yesterday. I was unaware that the more common name locally for frame poetry is shaped verse.

Also, while this seems like concrete poetry, which is another one of the modes that we will try in class, I differentiate between the two in this manner:

- Shaped verse uses the shape to convey meaning, but the content of the poem is not necessarily about the shape. For example, your poem might be in the shape of a skull and cross bones, but be about some Goonies-style, pirate-adventure dream. This means your poem is 'framed' by the image; hence my title for the style, frame poetry.

- Concrete poetry, by my definition, has a particular shape, and the content refers specifically to the nature of the image - for example, a poem in the shape of a heart might be about allowing someone access to your heart.

See here for a better explanation of the shaped/concrete method: http://www.babinlearn.com/pdf%20files/Poetry/Concrete%20Poetry.pdf

Once again, sorry for the confusion - I am going to accept these poems on Monday to allow for the misunderstanding.

Thanks,
B. Parsons
English II Honors

English II Honors - Poetry Assignment #2

Hey guys!

Sorry I could not be there today, but I am still recovering from a cold and I also have to take the Graduate Readiness Exam (for graduate school entry) today.

Today you must do the following:

1. Research the following poem types and compose poems of your own in this style.

- Frame poetry
- Found Poetry or Magnetic Poetry
- Acrostic

2. Read this biography of Langston Hughes.

http://www.poets.org/poet.php/prmPID/83

3. Read his poems "Democracy" and "Freeedom's Plow" at the following links:

http://www.poemhunter.com/poem/democracy/
http://www.poemhunter.com/poem/freedom-s-plow/

Write a 200+ word response that compares the two and what you know of the author. You may post this as a comment on this entry or you may submit via paper. This will be due Friday.

Thanks guys, and have a great day!
B. Parsons

English II Honors - Poetry Notebooks

Objective:
The poetry notebook is designed to encourage student appreciation of the form of poetry. Students will find poetry examples by other authors that they can connect to and enjoy, and then examine the poetry more closely to gain a greater understanding of each work. They will then be able to analyze those poems and connections, both verbally and through analytical written assessments.

In addition, students will try many forms of poetry. From first draft to completion, students will reinforce the steps required to craft a piece of art from words.

Finally, students will organize their poetry and the poetry they connect with in a personal, illustrated anthology.

Procedure:

Poetic Techniques
Students will include the definitions for at least 15 of the poetic techniques covered in class in their notebooks.

Favorite Poems
Students will research 5 poems to which they connect (and hopefully enjoy) on the internet or in the library. After finding 5 poems, students will complete the following for EACH poem:

1. Read the poem looking for poetic techniques and ideas as discussed in the poetry technique lessons or in the poetry reading checklist.
2. Type the poem EXACTLY as it is found in the book.
3. Using MLA style citations (see examples below), document where each poem was found on the bottom of the page.

a. Poem from an anthology
, . “Title of the Poem.” Title of the Book. First and last name of the editor, ed.
City of Publication: Publishing Company, year of publication. page number.
Fleishman, Paul. “The Passenger Pigeon.” The Place My Words are Looking For. Paul B. Janeczko, ed. New York:
Simon & Shuster Books for Young Readers, 1990. 100.

b. Poem from an author’s own book
, . “Title of the Poem.” Title of the Book. City of Publication: Publishing Company, year of publication. page number.
Creech, Sharon. “September 27.” Love That Dog. New York: Harper Collins Publishers, 2001. 3.

c. Poem found on the internet
, . “Title of the Poem.” “Title of the Web site.” Web Address.
Date visited the web site.
Williams, William Carlos. “The Red Wheelbarrow.” “American Poets.”
http://www.americanpoems.com/poets/williams/thered.shtml April 22, 2003.

4. Illustrate major images or themes found in each of the 5 poems in scrapbook or collage style using clip art, magazine clippings, tissue paper, photographs, stickers, paints, ink drawings, etc.
5. Write a two to three paragraph summary of your impression of the poem, including possible meanings, techniques you enjoyed, and overall impact of the piece. Be sure to include many of the significant items you examined during step 1.

Personal Poetry

From the 15 or more styles of poetry that we try, choose at least 8 of your favorite poems to revise, edit and publish in your book. Each poem must be in a different form.

1. Frame poetry
2. Found Poetry or Magnetic Poetry
3. Acrostic
4. Cinquain
5. Haiku
6. Senryu
7. Tanka
8. Blues
9. Free Verse
10. Concrete poetry
11. Rhyme poetry (sonnet, ballad or other lyric
verse)
12. List poetry
13. Narrative poetry
14. Poetry for two or more voices
15. Alliteration poetry or Tongue-twister

After bring your poetry to publish-ready quality, students will complete the following:
1. Type the poem EXACTLY how you want it to look on the page. Remember to give each poem a title, and to type your name on each poem.
2. Illustrate major images or themes found in each of the 5 poems in scrapbook or collage style using clip art, magazine clippings, tissue paper, photographs, stickers, paints, ink drawings, etc.

Personal Reflection

1. Create a colorful cover page that names the entire collection. Be sure to put “selected by” and your name on the cover page.
2. Create an introduction page that tells a reader what to expect from reading your book.
3. Table of contents page that lists all of the poetry found in the book.
4. Notes pages that includes the following:
a. Three to four paragraphs about each of your poems that tell the reader what your inspiration was for the poetry and the techniques you used.
b. A short biography that tells about you the author.
Bind your book in a beautiful way. Don’t simply put a staple in it and call it done! Take time to really work it out!

Assessment
Refer to provided rubric for scoring information.

Due Date
Your poetry notebooks will be due after exactly three full weeks of in-class time - currently holding at March 9th.