Aim: How do poetic elements create a thematic effect over the course of a poem?
- It was a remote/virtual class - 3/23/21
Today’s do now was ‘What comes to mind when you think of the word “identity”.’ We had to come up with a word web and I came up with fingerprints, mugshots, people, fraud, fake, and face.
Then we learned about poetic devices. Like the following:
Cacophonous: Cacophony is derived Greek word meaning, “bad sound.” Involving or producing a harsh mixture of sounds
Example: He is a rotten, dirty, terrible, annoying and stupid dude!
Euphonious: Involving sounds that are soothing or pleasant to the ear and have a “good sound to it.
Example: “While the stars that oversprinkle all the heavens seem to twinkle” -Edgar Allen Poe
Then we watched some YouTube videos on euphony, cacophony, and rhythm in poetry. We learned some important poetic devices such as extended metaphors. We learned about functions of the extended metaphor and read the poem “How to Eat a Poem”.
What is the theme? “The meaning of a work; a central idea, point, and underlying meaning of a literary work that may be stated directly or indirectly; critical belief about life that the author is trying to convey.” We watched the YouTube video on how to find what the theme is. Then we moved on to teamwork.
Identity poem:
The poem by Julia Noboa Polanco was spirit read by the class. The poem’s main analysis was showing the difference between 2 different types of people by the terms of plants. The first type of person is called “flower” and the second type is “weeds.” The flowers are the beautiful, fragile and dependent people who don’t take risks in life. The weeds were the people who were strong and independent people who took risks and took their freedom into perspective.
During the class we did an activity where we went with our groups to discuss the meaning of the flowers and weed in the text with quotes to back it up and to support the perspective that the author was showing to us. For example for the flowers my group chose “plucked by greedy human hands” showing that the flowers don’t have much freedom. We choose “strong and free, I’d rather be a tall,ugly weed” this shows that the weeds are strong and have much more freedom than the flowers do.
Think/Pair/Share:
I wrote this for the TWIST activity.
T: Polanco’s tone is a little sad as the only way to be free is to “be a tall,ugly weed.”
W: Her word choice varies as she repeats some sayings like”I’d rather” and uses a lot of describing words like ugly and tall for the weeds and pleasant for flowers.
I: She uses a lot of imagery when describing and comparing the freedom both plants have.
S: The style of her poem was very thought-provoking as I never thought of flowers and weeds in the way she states in the poem.
T: The theme would be to have fun in life and that people would rather have freedom than be pretty.
Interpretative statement: My interpretative statement is that to be grateful for your freedom as people would go to far measures for freedom. Freedom is above looks.
My group didn’t talk much at first but then we started sharing our thoughts and helping our thoughts grow into a complete thought in which we used for our chart on the slideshow.
Reflection:
In this lesson, I learned about new poetic skills and about the TWIST activity which I have never heard of before. I learned that poems could have a much more meaningful meaning to it than just words on paper. We could use Cacophonous and Euphonious to describe words that have a pleasant or unpleasant sound to it. We could also use other comparison techniques to expand the poem even further. I could use many of these skills to make one of my own poems in the future and I learned a lot from this.
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