Beat! Beat! Drums!

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Beat! Beat! Drums!

• Walt Whitman

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List of all the ways that war is presented as a
destructive force in the poem.
3
Categorize the Disruptions Caused by War

• Social events
• Family events
• Daily life
• Commerce
• School
• Rural areas
• Urban areas
• Legal system

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Make a graphic organizer
Success is Counted Sweetest
War is Kind
Disruptions Caused by War/ Destructiveness of War
Grass
Patterns
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Writing Assignment

• Select ONE of the four poems in the poetry packet
  we have been working with in class (Success is
  Counted Sweetest, War is Kind, Grass, and
  Patterns ).
• Each student should write a paragraph of at least
  50 words that explains (with evidence from the
  poem) how the poem presents war as a destructive
  force.
• Students should edit and revise the short
  paragraphs about the poems with a peer editor.
• The individuals or partners should be
  proofreading to ensure that each paragraph
  accomplishes the following tasks
• a) that it clearly explains how war is a
  destructive force in the poem
• b) that it contains specific, accurate references
  (direct quotes) to the poem that support the
  thesis (war as a destructive force) and
• c) that the writer has used correct spelling and
  grammar throughout the paragraph.

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RememberPoetry works in two ways-What it
saysand-How it says it
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What it says

• Theme- a common thread or repeated idea that is
  incorporated throughout a literary work.
• Purpose- the authors reason for writing
• Subject- what the author is writing about

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How it says it

• Structure
• Rhyme
• Meter
• Figurative Language

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Rhyme

• The repetition of vowel sounds in accented
  syllables and all syllables that follow (ex.
  glisten listen)
• When rhyme is found within the same line of
  poetry, it is internal rhyme
• When rhyme is found at the end of lines of
  poetry, it is end rhyme

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Rhyme

• The purpose of rhyme is to create a sound
  cadence for the reader
• Poets often create a pattern of end rhyme
• This pattern, when identified, is called a rhyme
  scheme
• When determining the rhyme scheme, each rhyming
  sound is represented by a different letter of the
  alphabet

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Rhyme

• Because rhyming is difficult, and to create
  different effects on the reader, poets also use
  approximate rhyme
• Approximate rhyme is also known as off rhyme,
  half rhyme, or slant rhyme
• These rhymes can be equated to a sharp or flat
  note in music

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Meter

• A pattern of stressed and unstressed syllables
  in a line of poetry
• Each syllable in a line of poetry is labeled
  with a stress mark, or an unstressed mark
• The purpose of meter is to create a recognizable
  rhythm through a regular sound pattern of
  stressed and unstressed syllables

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Meter

• Metrical patterns, composed of stressed and
  unstressed syllabic marks, create a foot of meter
• Common metrical feet are iambic, anapestic,
  trochaic, and dactylic
• Each is a different combination of stressed and
  unstressed syllabic marks

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Meter

• An iambic foot of meter is composed of an
  unstressed syllable followed by a stressed
  syllable
• An anapestic foot of meter is composed of two
  unstressed syllables followed by a stressed
  syllable

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Meter

• Foot type Style Stress pattern
  Syllable count
• Iamb Iambic Unstressed Stressed
  Two
• Trochee Trochaic Stressed Unstressed
  Two
• Spondee Spondaic Stressed Stressed
  Two
• Anapest or anapaest Anapestic Unstressed
  Unstressed Stressed Three
• Dactyl Dactylic
  Stressed Unstressed Unstressed
  Three
• Amphibrach Amphibrachic Unstressed
  Stressed Unstressed Three
• Pyrrhic Pyrrhic Unstressed Unstressed
  Two

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Figurative Language

• Using words or phrases to describe something in
  terms of another thing, with the intent that the
  description will not be taken literally
• The more common figures of speech are simile,
  metaphor, personification, and symbol
• Conceit is an elaborate figure of speech that is
  often lengthy, and which compares two startlingly
  different objects
• hyperbole- Exaggerated statements or claims not
  meant to be taken literally

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Figurative Language

• Sound devices are also a form of figurative
  language
• Some common sound devices are assonance,
  alliteration, consonance, onomatopoeia

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Poetic Devices and Terms

• Allusion is a reference to someone of something
  known from history, literature, religion, sports,
  science, etc. allusion is a device also used in
  other forms of writing
• Apostrophe is a technique a poet uses to address
  an inanimate object, idea, or person who is dead
  or absent apostrophe is also used in other
  forms of writing

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Poetic Devices and Terms

• Couplet consists of two rhyming lines of poetry
• Quatrain is a poem consisting of four lines that
  function as a unit of thought

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Poetic Devices and Terms

• Refrain is a word, phrase, line, or group of
  lines in a poem that are repeated for effect
  several times during a poem
• Sestet is a six line poem, especially the last
  six lines of a Petrarchan sonnet

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Group Work

• Create groups based around each of the four poems
  that you wrote about earlier.
• Each group should then subdivide itself, with one
  subdivision taking on elements of poetic
  structure and the other taking on elements of
  figurative language.
• In the smaller groups, identify elements of
  poetic structure and elements of figurative
  language as they apply to your particular poem.

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Re- Group(5 minutes)

• Regroup based on the assignments of poems and
  categories.
• Within each group, share elements of poetic
  structure and elements of figurative language
  that you found when analyzing your assigned poem.

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Independent Writing

• Add to the paragraph you wrote earlier, two
  additional paragraphs
• one paragraph that explains the poems structure
• and one paragraph that cites examples of at least
  three uses of figurative language from the poem.

Peer Editing and Revision

• Check
• That the first paragraph clearly explains how war
  is a destructive force in the poem that the
  second paragraph explains the structure of the
  poem, and that the third paragraph explains the
  figurative language used in the poem and
• b) that it contains specific, accurate references
  (direct quotes) to the poem that support the
  thesis of each paragraph (see list to the left)
  and
• c) that the writer has used correct spelling and
  grammar throughout the paragraph.

• Revise all three paragraphs
• war as a destructive force,
• poetic structure,
• figurative language.