Aim: How can we use the poem, “This is Just to Say” by William Carlos Williams as inspiration for our own poems?
Slide 1: For the Do Now, we suggested the things we did wrong but don’t feel bad about. Some things included were petty shoplifting and annoying/bothering siblings.
Slide 2-3: The class was to read This Is Just To Say by William Carlos Williams and a summarized history on it. The poem itself is basically a fake sorry over eating plums then saying how good they tasted.
Slide 4-5: Now we read variations of This is Just to Say. The teacher challenged us to try to make as many as possible, Aurora had the most with 11 variations of the poem with things including murder and hopelessness. One example is:
"I've done something
Completely grotesque.
Yet as the gorgeous crimson hue
gushes out of his frail pale body,
I feel no remorse.
I murder your kin
And feel no shame.”
Slide 6-7: This slide is just a review over imagery in relation to poems, by showing how it gives more immersion and a bigger sense of feeling. In the video, it expands on this idea by giving more direct ways to connect feelings/things to imagery. The 7th slide contains examples for imagery connected to feeling.
Slide 8-10: The class had to read the poem “Fast Break” By Edward Hirsch which is about shooting a basketball, failing then succeeding, annotating the paper throughout. After reading the poem, we needed to identify information relating to the poem via the TWIST (Tone, Word choice, Imagery Style, Theme) chart with our groups.
Reflection: From the class we have learned how to connect imagery to poems (Slides 6-7) as well as learning a group of poems (Slide 2-5), and from this lesson we should improve the way we identify information of the poem. In “Fast Break”, the imagery of the text improved the sense of failure to accomplishment. By using the lesson as a whole we learn how to better understand the imagery of a poem.
epic B)
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