7. First… You probably have a fair idea of what happens in the poem or song. So: write that down on your mind map. And then
8. Step 1: What it means to you Pre-writing: Mind Map Connections to you (intrapersonal) Think of the 6 selves and add spiritual and family Is it the words or is it the context that you like about the poem or song? Also consider: Connections to others (social/intrapersonal)? Connections to local community? Connections to larger community (e.g. Canada)? Connections to global community?
9. Make sure when you write… That it’s personal This is your chance to use your voice to express yourself The assessment of this section depends on your ability to demonstrate insight into your values. How able are you to make meaningful connections between a poem and your self AND articulate them in a compelling manner
10. Now that you have some things to say about why you like the song… Decide the order in which you want to say them Then write a topic sentence. Use a Magic 3 (or 4) Be sure to follow the sequence you created: this is known as parallelism
11. Parallelism Example “In “The Mary Ellen Carter”, I love the strong sense of rhythm, the imagery, and the message.” I MUST now deal with rhythm, imagery, and messageIN THAT ORDER.
12. Rogers creates a strong sense of rhythm through a fast tempo and a strongly strummed twelve string guitar that propels me forward and creates tremendous energy. I love the strength this creates and that it fits the visual imagery in the poem. By using words that show a strong connection to the sea, Rogers creates vivid imagery throughout the song that makes me feel like I am there beside the speaker. This also helps me connect the song to past experiences. When I was in my early adolescence, I read two books by Farley Mowatt about deep sea ship salvage. Rogers’ song reminds me of these books. In addition to rhythm and imagery, I love this song for its message….[etc]
13. Your Turn E.g. First, I always think of where I used to hear the song…[details] The words are also important to me because they talk of…[details]For example…Finally, they inspire me for the future…[why An example how is when I think about…] Kapow – people looking for inspiration in difficult might also find encouragement in …
14. Once you finish a draft of this second paragraph… Its time to think about the theme of the poem so you can write the synopsis. Note: We’re doing this part first so you can connect to the song emotionally and aesthetically as well as intellectually. You might find that you have more ideas to add into your why I like it paragraph after completing the synopsis. Analysis often leads to insight.
16. It’s the main idea of the poem the author wants to communicate to us. It’s a statement about life or people. It’s an idea expressed in a complete sentence. This is known as the theme statement.
17. Also It is a generalization but it is not too broad and not too narrow. It does not mention specific details of the poem. Not a cliché. NOT A MORAL Once you think you have a good theme statement for the poem, look for details in the poem to support it.
18. First start by completing this sentence stem: “The main idea the poet wants us to understand is…”
19. Remember “The Mary Ellen Carter”? The theme statement I created is (basically): Even when evidence suggests that all is lost, there is still hope and we may yet succeed against the odds if we do not give up.
20. Criteria Complete sentence? Generalization about life? Too broad? Too narrow? Cliché? Moral? Does it mention any specific events or characters?
21. Opening sentence Once you have your theme statement, you need to blend it into your opening sentence. THIS TAKES PRACTICE.
22. Opening sentence. Name the song and author and a micro summary of the poem and then attach this to the theme statement with the magic words “to convey the idea that”…
23. Example of first part Poem and author “In ‘The Mary Ellen Carter’ Stan Rogers tells the story of a crew who salvages a ship they value…
25. Five part topic sentence… “In ‘The Mary Ellen Carter’, Stan Rogers tells the story of a crew that salvages a ship they value to convey the idea that even when evidence suggests that all is lost, there is still hope and we may yet succeed against the odds if we do not give up.
26. Now…the supporting details. We need an example from the beginning that shows not giving up. Useful quote: “There were just us five aboard her when she finally was awash/We worked like hell to save her all heedless of the cost.” Use State-Quote-Clarify SQC
27. First: State The crew of the Mary Ellen Carter are not the type of people who give up when faced with difficulty.
28. Add the quote This is indicated when water washes over the Mary Ellen Carter, the ship is sinking, and the men aboard her work “like hell to save her, all heedless of the cost”.
29. Add the clarify The commitment of the crew is shown when they risk even their lives trying to save the ship, “all heedless of the cost”.
30. Complete sequence The crew of the Mary Ellen Carter are not the type of people who give up when faced with difficulty. This is indicated when water washes over the Mary Ellen Carter and the ship is sinking, the men aboard her work “like hell to save her, all heedless of the cost.”They are so involved in trying to save the ship, they ignore their own personal safety, putting even their lives at risk. SQC
32. Eg: Unwilling to give up on the ship as it sinks, the crew works “like hell to save her, all heedless of the cost”, even though it places them at high risk of losing their lives.
33. The Ultimate pattern we are chasing (grades 11-12) Attention-getter (not yet discussed) 5 Part Topic sentence SQC SQC SQC Kapow (so what and who cares?) A solid paragraph of 6-14 sentences
34. Summary: Paragraph One: Synopsis: Focus on the themeof the poem you chose (Synopsis) Supporting evidence from the beginning, middle, and end of the poem Paragraph Two: Why you like it Topic sentence, parallel structure in supporting details, concluding sentence
