Aim: How do poetic elements create a thematic effect over the course of a poem?
Do Now: BRAINSTORM! What comes to mind when you think of the word “Identity”. Create a word web.
We were given 2 minutes to fill out 6 different words that we think of when we think about identity. After that, we did some sharing, where some answers were unique, self, name, personality.
On the next slide, we went over some new poetic devices. The ones we went over were Cacophonous (ka-ko-phonous, from the Greek word Cacophony, meaning bad sound), Euphonious (involving sounds that sound soothing or pleasant), rhythm (pattern of syllables), and extended metaphor (metaphor that is developed over the course of a poem. We also went over the functions of a metaphor. The function of an extended metaphor is to let the author make a larger comparison between two things and intensely implant it into the reader’s mind. We used a poem called “How to eat a poem” to illustrate an example of an extended metaphor.
After going over the poetic devices, we watched a short video (How to find a theme) which helps us find a theme. We then read and annotate a poem by Julio Noboa Polanco called Identity. We also did teamwork where we described what extended metaphor was established in the poem.
For homework, we were told to work with a partner to fill out a chart using the TWIST analysis (tone, word choice, imagery, style, and theme) and then write an interpretative statement of the poem Identity.
Reflection: What I took away from the lesson was a newfound appreciation for poetic devices because without them, the meaning of a poem would be more difficult to interpret. Something else I took away from this lesson was a liking for poems, since I didn’t like them when starting the poems unit.
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