Do not write on this booklet!

Table of ContentsAssignments

Assignment Page Poetry Terms Poetry Journal

o Journal Rubrico Samples

Compare and Contrast Essayo Essay Rubric o Prewriting Activity

How to Read a Poemo Presentation Rubric

Anthology Poems

o “Dear Webster”- Connie Fifeo “Letter From Another Country”-Geraldine Zetzelo “Did Your Mother Have An Accent?”- Sonja de Wito “Honor and Gold”- Gerry Footeo “Kanadalainen”- Nancy Mattsono “The Stranger”- Pauline Julieno “Parallel Lives”- Elizabeth Brewstero “Stranger in a Chosen Land”- Manjula Parakoto “New World”- Florence McNeilo “Put on My Mask For a Change”- Annharteo “Going to War”- Pierre Vandaleo “Editing the Prairie”- Don Kerro “The Children of Bogota”- Patrick Laneo “It is Dangerous to Read Newspapers”- Margaret Atwoodo “Half the Sky”- Judith Krauseo “Adult Language Warning”- William Robertson

Lyricso “Sweeping the Ashes”- Serena Rydero “Told You in a Whisper”- Serena Rydero “Sonny’s Dream”- Valdyo “Broken Dreams”- Gordon Lightfooto “Everybody Knows”- Leonard Coheno “Hallelujah”- Leonard Coheno “A Dream that Can Last”- Neil Youngo “Leader of Men”- Nickelbacko “Possession”- Sarah McLachlano “Elsewhere”- Sarah McLachlano “A Melody in Your Name”- Joni Mitchello “The Circle Game”- Joni Mitchello “Do You Dream of Being Somebody”- Murray McLachlano “Any Road”- Randy Bachmano “I Want You to Live”- George Canyon

Poetry Anthology AssignmentDO NOT UNDER ANY CIRCUMSTANCE WRITE IN THIS BOOK!!!

1. Poetry Devices (this will be your glossary at the back of your anthology) /30

2. Keep a poetry journal. /50 **See attached rubric. -Select ten poems from the anthology and write a journal entry for each (1/2 page minimum).-At least one (1) of your poems must be a lyric from a song (you must bring in a different Canadian songwriter than in this guide and include a copy of the lyrics in your anthology). -You cannot do more than five (5) lyrics. -Write why you like the poem or what it means to you. -Point out something specific in the poem that connects to one of the elements of poetry found in the poetry devices page.

3. Poetry Writing /501. Free Verse (2)2. Blank Verse (2)3. Free Choice (1)

4. Oral Reading /50 ** See Attached RubricA. -Choose your favourite of these 10 poems (a poem of at least 12 lines long to read to the class). -Introduce this poem to us by giving us an idea about what it means to you and why you chose it. Then give us the title of the poem and the name of the poet.

B. -Prepare and present one of your original poems to the class and reflect on why it is important to you. -This presentation must be set to non-lyrical music to set the tone of your presentation.

5. Illustrated Poem /10-This will be the cover page of your anthology.

6. Compare and Contrast Essay /50 **See attached rubric- Five (5) pages.

7. Dedication /10-At the beginning of your anthology you must dedicate the anthology to someone who has helped you to find your voice.

8. Author’s Statement- How you found your voice and the writing process that you went through to end up with your final project. /20

8. Table of Contents and some Illustrations. /10

9. You will receive process marks for how you use your time in this class. You will lose these marks if this package does not come back or is damaged. /20

/300 /300= /100 marks

Poetry TermsFill in the definitions for these terms

1. imagery (five kinds)2. speaker3. structure4. syllable5. stanza6. metaphor7. simile8. personification9. meter10. rhythm 11. iamb12. iambic pentameter13. foot14. scansion15. free verse16. narrative poem17. connotation18. diction19. couplets20. rhyme21. rhyme scheme22. exact rhymes23. appropriate/slant rhymes24. end rhyme25. internal rhyme26. alliteration27. onomatopoeia28. tone29. allusion30. consonance

My Poetry Journal

I read the following ten poems: (you should use a numbered list for this)1. Title, poet2. Title, poet3. Title, poet4. Title, poet5. Title, poet6. Title, poet7. Title, poet8. Title, poet9. Title, poet10. Title, poet

Next are my three favourite of those ten and my ideas about them. Poem #1 (This is a heading only! Do NOT put the poem here).Title, poet, yearResponse- Write it in a paragraph. The bulleted list below is just to make the directions clear for you.

Write why you like the poem ot what it means to you. What is this poem about? How do you know? Be specific with this. Give reasons and examples to support what you say.

Also, point out something specific in the poem that connects to one of the five elements of poetry (metaphor, idea, imagery, the right word, sound). For example, if you found a metaphor in the poem, write it down and explain it. Or if there is a great image in the poem, show what it is.

Each journal response must be no shorter than 150 words.

Journal Samples

Poem #1Introduction to Poetry by Billy Collins (1988)

This poem reminds me, as a teacher, not to try to get my students to over-analyze a poem. I like the way the poem begins. Collins says,  "I ask them to take a poem and hold it up to the light like a color slide." He's talking to students, of course, and he wants them to see poetry not as words on a page but instead as something that has qualities and values that we may not often associate with words, like light or color. He wants us to understand that poems have texture and even a landscape that we may walk around in, touching and knowing.

The metaphor in the poem, "tie the poem to a chair with rope and torture a confession out of it" is a violent image. He is comparing the analysis of poetry to trying to get a prisoner to talk, even through torture. I never want reading and talking about poetry to be a torturous experience for the reader (or even for the poem). And through years of school, students have learned to torture poetry; they get good at it. I don't want anyone torturing anything in my classes. I'd rather we dropped mice into our poems.

There's more, of course, to poems than their rhymes and meters. And in fact, I rarely enjoy a rhyming poem. But, saying that, I do believe there are certain qualities that poems must have to actually qualify as poems, and metaphor is one of those. In most of Collins's poems, I learn to see things in a new way. He gets me to think and feel and I like that.

Poem #2Keeping Things Whole by Mark Strand (1980)

I'm not sure how to say how this poem became my favorite. That it's the one in my book of The Selected poems of Mark Strand that he signed that day I met him (like meeting God in a way, isn't it?) doesn't explain it. This poem made me shiver before then. I think this was the first poem that made me feel, physically, a reaction to understanding. I remember knowing this poem in my senses before I knew it in my head, that is before I thought about it and put it into words. So, in a way, this is the poem that brought me to realize that poetry is language that drives into the heart instead of the head. I mean, I'd heard people say that before, but it had never been true for me before.

To me, this poem is about our relationship, our physical relationship, to the physical world. We are organisms that fill time and space. When we move from that time and space, something moves in to fill that void we leave. As they say, nature abhors a vacuum. There are no blank spaces in nature, in time, in history or even in the spirit of the world.

When Strand writes, "We all have reasons for moving. I move to keep things whole." to me he is showing that we have a physical purpose in the universe. Without us, each of us, as individuals, there would be empty spaces, there would be voids. And just as these empty spaces are not part of the grand design of things, we are. We are meant to be, to exist.

This poem says to me that each of us fills this very concrete purpose. But then I think that we are more. Keeping things whole means that we fill a needed space in the entire

spiritual wholeness of the universe, too. If one of us, just one of us, is missing, the universe is no longer whole.

Compare/Contrast Essay 1. Study two different poems about wind and write a

compare/contrast essay showing how these two poems are similar and how they each create meaning on the theme/idea in their own ways. See the prewriting activity and specific directions.

2. This essay is to be published in your finished anthology.

3. Hand in your prewriting activity in your anthology.

Note: The poem(s) that you write about must be published works—not your own poetry. Essays written about poems from any other source (without special permission) will earn NO credit.

Compare and Contrast*Please back-up your response to all of these categories with one or two examples from the text (please include line references).

Poet #1 Poet #2Subject (What is this poem about?)

Speaker (Is the speaker in the poem identified? If so, what do you know about the speaker?)

Imagery (What sensory details does the poet use to describe the wind and help us see it or hear it?)

Figurative Language (How does the poet use simile, metaphor, or personification?)

Meaning (What do you think that the author is saying?)

Response (How do you feel or think about the poem? Why?)

Similarities DifferencesA. A.

B. B.

C. C.

D. D.

E. E.

F. F.

How to read a poem out loud…

It is your heart, your soul, your ideasthat bring the poem to life. Be good to it. Be careful of it. Be aware of your poem as a thing that matters.Your requirements:

o Choose your favourite published poem from your list of 10 (in your poetry journal) and your favourite personal poem to read to the class.

o It must be a poem of at least 12 lines long. o Introduce this poem to us by giving us an idea about what it means to you and

why you chose it. o Give us the title of the poem and the name of the poet. o Use what you wrote in your journal to help you prepare for this reading.o You must use music to set the tone for your presentation. Non-lyrical music is

likely the best option to help highlight the tone and mood of your presentation.

Criteria Points4 3 2 1

Body Language

Movements seemed fluid and helped the audience visualize.

Made movements or gestures that enhanced articulation.

Very little movement or descriptive gestures.

No movement or descriptive gestures.

Eye Contact Holds attention of entire audience with the use of direct eye contact.

Consistent use of direct eye contact with audience.

Displayed minimal eye contact with audience.

No eye contact with audience.

Poise Student displays relaxed, self-confident nature about self, with no mistakes.

Makes minor mistakes, but quickly recovers from them; displays little or no tension.

Displays mild tension; has trouble recovering from mistakes.

Tensoin and nervousness is obvious; has trouble recovering from mistakes.

Voice Use of fluid speech and inflection maintains the interest of the audience.

Satisfactory use of inflection, but does not consistently use fluid speech.

Displays some level of inflection throughout delivery.

Consistently uses a monotone voice.

Musical Component

Music creates a mood or atmosphere to enhance the

Music creates an atmosphere but may be mildly

Music is not appropriate for presentation or does not

Music was not an element of the presentation.

presentation. distracting. enhance presentation.

Total /20“Dear Webster”- Connie Fife

Savage (sav’ij) adj. without civilization; primitive, barbarous (a savage tribe) n. a member of a preliterate society having a primitive way of life; a fierce, brutal person

i am the one who talks with the mountainswhen i am not sliding down the stream of its face/i am the one who walks the streets late atnight despite the dangerbelieving that this land is mine to roam freely/i am the one who carved a mask from a thick treethen wore it/i am the one who raises her arms to the sunthen takes flight on winds from the east/i am the one who says “no more”then leaves the man whose fists have reconstructed my bones/i am the one who defies the narrow definition of loveand loves another woman and heals a nation doing so/i am the one who meeting after meeting turnsaway when men misconstrue my wordsand goes on/i am the one whose stories take our collectivepasts into the future