AIM: How do poetic elements create a thematic effect over the course of a poem?
Do Now: BRAINSTORM!
For the Do Now, we had to create a word web of what comes to mind when we think of the word Identity.
The word Identity immediately made me think about my favorite video game: Detroit: Become Human and so, I created my word web around it. I started by writing the name of the game, and using the three main characters' names. We were asked to share our responses. My classmates mentioned culture, personalities, voice, memories, occupations, recognition, experiences and one that I really agreed with was when Natalie mentioned “distinguished”. Ms. Peterson mentioned fingerprints, and DNA.
After the Do Now, we went over some Poetic Devices. Firstly, we went over the terms Cacophonous and Euphonious. These words are antonyms. Cacophonous has to do with a harsh mixture of sound. Euphonious has to do with soft pleasant sounds.
Video for Enrichment: https://www.youtube.com/watch?v=53zWcf9zJVU&ab_channel=tarnovtm
Next, we went over Rhythm. Rhythm is the pattern of stressed and unstressed syllables.
Video: https://www.youtube.com/watch?v=kqhPp-ptoJA&ab_channel=TheSunShinesForTwo
The video described Rhythm as the “beat” of the poem.
Then, we went over Extended Metaphors. An Extended Metaphor is a metaphor that’s developed throughout the entire poem.
Video:
https://www.youtube.com/watch?v=H3nDkXKDp0Y
An Example of an Extended Metaphor would be Habitation by Margaret Atwood. Here is the poem and Ms. Peterson’s explanation:
“Marriage is not / a house or even a tent / it is before that, and colder: / the edge of the forest, the edge
of the desert / the unpainted stairs / at the back where we squat / outside, eating popcorn / the edge of the receding glacier / where painfully and with wonder / at having survived even
this far / we are learning to make fire”
Atwood has used extended metaphor of a habitation to explain marriage. She believes marriage is not a stable shelter, like a “house or even a tent.” She rather describes it as an unstable “edge” of the forest or desert. The poem is a description of a couple “learning to make fire,” while trying to
survive “painfully.” This extended metaphor implies that, though marriage is tough,
it makes a person learn new things.
In order to maximize our understanding of Extended Metaphor, we went over the functions of it.
Extended Metaphor…
Provides an opportunity to largely compare two things.
It’s usually displayed in poetry to project a specific image in your mind.
It’s more intense than a simple metaphor.
Lastly, we went over theme. Theme is the underlying meaning that the author is trying to convey. It’s not just the subject. For example, “love” wouldn’t be a theme, but something like “love conquers all” would be one.
After we’ve went over the poetic elements, we were required to annotate the poem Identity by Julio Noboa Polanco:
Let them be as flowers
always watered, fed, guarded, admired,
but harnessed to a pot of dirt.
I’d rather be a tall, ugly weed,
5 clinging on cliffs, like an eagle
wind-wavering above high, jagged rocks.
To have broken through the surface of stone,
to live, to feel exposed to the madness
of the vast, eternal sky.
10 To be swayed by the breezes of an ancient sea,
carrying my soul, my seed,
beyond the mountains of time or into the abyss of the bizarre.
I’d rather be unseen, and if
then shunned by everyone,
15 than to be a pleasant-smelling flower,
growing in clusters in the fertile valley,
where they’re praised, handled, and plucked
by greedy human hands.
I’d rather smell of musty, green stench
20 than of sweet, fragrant lilac.
If I could stand alone, strong and free,
I’d rather be a tall, ugly weed.
We had to find out what extended metaphor was being displayed, and record our responses in the chart.
My team said that the flower is pretty, but is restricted and refined, however, the weed is the opposite. The weed is ugly but has more freedom. The way the speaker compared the flower and weed reminded me of a word we learned in class called juxtaposing. Juxtaposing is contrasting things side by side to enhance the dramatic effect. We were required to share our responses. My classmate Ayah compared the flower to a baby, because they’re always guarded and admired.
The next exercise we did was a TWIST (tone, word choice, imagery, style, theme) analysis of the same poem, and we added an Interpretative statement.
This is what my team came up with. Personally, I didn’t agree with the theme we ended up coming up with. I believe the theme has to do more with freedom and being allowed to express yourself. I’d rather be pretty and confined, though.
REFLECTION:
In this lesson, we’ve learned about different poetic elements, and how authors use them to emphasize the point they’re trying to make. These are the basics for poems, it makes sense that we're learning the basics to prepare us for the unit on poetry. With this knowledge in mind, by looking at the poetic elements used and focusing on why the author used them there, it'll be easier to diffuse the meaning and themes of different poems that we come across. This information will be useful when we’re required to write poems, we can use this information and make our poems clearer to understand.
REPLY TO AIM: Poetic elements help create a thematic element over the course of the poem by applying emphasis to the focus the speaker is trying to share out. Some elements, like word choice, can be impactful if the speaker chooses to use powerful choices.
Other elements, such as Extended Metaphors, intensely put an image in our head as we are reading the poem.
