Aim - How do poetic elements create a thematic effect over the course of a poem?
Do now - There were many answers to the question "what comes to mind when you think of the word "identity". Some of the answers to this question is face, personality, social security, persona, identification, id, name.
We later watched three videos.
1. https://www.youtube.com/watch?v=53zWcf9zJVU&ab_channel=tarnovtm
In this video we found out what Euphony & Cacophony mean. Euphony are words that are nice to hear, while Cacophony are words that are not nice to hear. Euphonious words are soft sounding, smooth and pleasant. Cacophonous words are hard sounding, choppy and harsh.
2. https://www.youtube.com/watch?v=kqhPp-ptoJA&ab_channel=TheSunShinesForTwo
In this video we learn what were some examples of Rhythm in Poetry and what is rhythm in poetry. Rhythm in poetry is the pattern of stressed and unstressed vowels, the beat in the poem.
3. https://www.youtube.com/watch?v=H3nDkXKDp0Y&ab_channel=Ms.TaraTolzin
In this video we learned what were extended metaphors. Extended metaphors is a single metaphor that can be more than two sentences or throughout the whole poem. Making something complex more easier to understand.
When we were done watching the videos and discussing we later moved on to the functions of extended metaphors. When authors want to make a large comparison between two things using an extended metaphor can help them achieve this goal. Extended metaphors help give an impression to the reader's mind.
Moving on to the next slide we began talking about what is theme and watched a video regarding theme and how to find it.
Video - https://www.youtube.com/watch?v=rIuKNVny9cM
Theme is the central idea or the main point. Theme is the author's main message. There are subjects or topics in themes that can be written as one word such as love, friendship and so on. Theme is ideas or opinions about the subject or topic.
After discussing this with the whole class we move on to reading and annotating “Identity” by Julio Noboa Polanco. And later going into teams and discussing what extended metaphor is being established in the poem. What metaphor is there for “flower” and what metaphor is there for “weed”. In my team we discussed that being a flower means conforming with the ideals and standards of society and how it can also represent the beauty standards in a way. Being a weed means standing out, being true to yourself, rebelling against the beauty standards and being more independent. After we finished discussing it was time to go back into the main room and start discussing what each word meant and their metaphors along with them.
After discussing we went back into teams to finish the last slide having to complete the TWIST analysis.
T - Tone
W - Word choice
I - Imagery
S - Style
T - Theme
During the time where we were in breakout rooms we started to give ideas about what should go into each category. When we were done it was time to go back into the main room and started to discuss and share what each team got.
Reflection
In this class I learned alot about themes and extended metaphors in poems and how to understand and find them. I found out how to use extended metaphors in poems and that is something that is important when you are writing about poems. This is important in ELA and in writing in general when you want to share an idea that the readers have to find out themselves.
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