This document provides guidance for students to analyze the poem "A Time to Talk" by Robert Frost. It instructs students to read the poem multiple times, discuss its meaning and structure in groups, and determine the central theme. The goal is for students to understand how to analyze a poem's theme and symbolism.
The presentation is dedicated to one of the greatest modern American poets, Robert Frost. It is a selection of his best poems that inspired me and my students to create it and use as an illustration at the school concert.
The presentation is dedicated to one of the greatest modern American poets, Robert Frost. It is a selection of his best poems that inspired me and my students to create it and use as an illustration at the school concert.
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Tie up all the things youve learned this semesterWhen you write .docxherthaweston
Tie up all the things you've learned this semester:
When you write your essay, I want you to think about the chapter elements that apply to your poem and to your essay approach. Use the checklist to help you!
Can you spot stories under the water of the obvious island in the poem?
Do you have a poem where characters develop?
Is the beginning is a feature to notice?
Is the poem painting a picture?
Obviously, not all those points apply to every poem choice. Pick a poem you want to tackle, then dig for what of those four points you think you can address. Rearrange them in your essay so you have an introduction that invites readers to be interested. Make some points for readers to consider, then wrap up the essay with something we readers should remember about your poem choice--and maybe you can find a twist of thinking for readers: a bit of the author's own words on the poem? a bit of world history that applies? something happening today that could have easily been the same sort of subject?
One warning, poetry tempts writers into including moral lessons. Be careful not to tell us what we must learn from the poem you write about. Describe it fully, analyze what is there, and avoid what isn't. If you do that well, a reader can see the lesson to be learned without you needing to tell us what to think.
_______________________________________________________________________________________
√
Checklist: Getting Ideas for Writing Arguments about Poems
If you are going to write about a short poem (say, under thirty lines), it’s not a bad idea to copy out the poem, writing or typing it double-spaced. By writing it out you will be forced to notice detail, down to the punctuation. After you have copied the poem, proofread it carefully against the original. Catching and error—even the addition or omission of a comma—may help you to notice a detail in the original that you might otherwise have overlooked. And now that you have the poem with ample space between the lines, you have a worksheet with room for jottings.
A good essay is based on a genuine response to a poem; a response may be stimulated in part by first reading the poem aloud and then considering the following questions.
First Response
o
What was your response to the poem on first reading?
Did some parts especially please or displease you, or puzzle you? After some study—perhaps checking the meanings of some words in a dictionary and reading the poem several times—did you modify your initial response to the parts and to the whole?
Speaker and Tone
o
Who is the speaker?
(Consider age, sex, personality, frame of mind, and tone of voice.) Is the speaker defined precisely (for instance, an older woman speaking to a child), or is the speaker simply a voice meditating? (Jot down your first impressions, then reread the poem and make further jottings, if necessary.)
o
Do you think the speaker is fully aware of what he or she is saying,
or does the speaker unconsciously reveal his o.
PoetryTie up all the things youve learned this semesterWhen yo.docxIRESH3
Poetry
Tie up all the things you've learned this semester:
When you write your essay, I want you to think about the chapter elements that apply to your poem and to your essay approach. Use the checklist to help you!
Can you spot stories under the water of the obvious island in the poem?
Do you have a poem where characters develop?
Is the beginning is a feature to notice?
Is the poem painting a picture?
Obviously, not all those points apply to every poem choice. Pick a poem you want to tackle, then dig for what of those four points you think you can address. Rearrange them in your essay so you have an introduction that invites readers to be interested. Make some points for readers to consider, then wrap up the essay with something we readers should remember about your poem choice--and maybe you can find a twist of thinking for readers: a bit of the author's own words on the poem? a bit of world history that applies? something happening today that could have easily been the same sort of subject?
One warning, poetry tempts writers into including moral lessons. Be careful not to tell us what we must learn from the poem you write about. Describe it fully, analyze what is there, and avoid what isn't. If you do that well, a reader can see the lesson to be learned without you needing to tell us what to think.
_______________________________________________________________________________________
√ Checklist: Getting Ideas for Writing Arguments about Poems
If you are going to write about a short poem (say, under thirty lines), it’s not a bad idea to copy out the poem, writing or typing it double-spaced. By writing it out you will be forced to notice detail, down to the punctuation. After you have copied the poem, proofread it carefully against the original. Catching and error—even the addition or omission of a comma—may help you to notice a detail in the original that you might otherwise have overlooked. And now that you have the poem with ample space between the lines, you have a worksheet with room for jottings.
A good essay is based on a genuine response to a poem; a response may be stimulated in part by first reading the poem aloud and then considering the following questions.
First Response
o
What was your response to the poem on first reading?
Did some parts especially please or displease you, or puzzle you? After some study—perhaps checking the meanings of some words in a dictionary and reading the poem several times—did you modify your initial response to the parts and to the whole?
Speaker and Tone
o
Who is the speaker?
(Consider age, sex, personality, frame of mind, and tone of voice.) Is the speaker defined precisely (for instance, an older woman speaking to a child), or is the speaker simply a voice meditating? (Jot down your first impressions, then reread the poem and make further jottings, if necessary.)
o
Do you think the speaker is fully aware of what he or she is saying,
or does the speaker unconsci.
TP-CASTT Poetry AnalysisT Title Before you even think abou.docxjuliennehar
TP-CASTT Poetry Analysis
T Title Before you even think about reading the poetry or trying to analyze it, speculate on what
you think the poem might be about based upon the title. Often time, authors conceal
meaning and give clues in the title. Jot down what you think this poem will be about
P Paraphrase Before you begin thinking about meaning or trying to analyze the poem, don't overlook the
literal meaning of the poem. One of the biggest problems that students often make in
poetry analysis is jumping to conclusions before understanding what is taking place in the
poem. When you paraphrase a poem, write in your own words exactly what happens in
each line of the poem. Look at the number of sentences in the poem—your paraphrase
should have exactly the same number. This technique is especially helpful for poems
written in the 17th and 19th centuries that use language that is harder to understand.
C Connotation Although this term usually refers solely to the emotional overtones of word choice, for this
chart the term refers to any and all poetic devices, focusing on how such devices contribute
to the meaning, the effect, or both of a poem. You may consider imagery, figures of speech
(simile, metaphor, personification, symbolism, etc), diction, point of view, and sound
devices (alliteration, onomatopoeia, rhythm, and rhyme). It is not necessary that you
identify all the poetic devices within the poem. The ones you do identify should be seen as
a way of supporting the conclusions you are going to draw about the poem.
A Attitude Having examined the poem's devices and clues closely, you are now ready to explore the
multiple attitudes that may be present in the poem. Examination of diction, images, and
details suggests the speaker's attitude and contributes to understanding. Think about the
tone of the poem and how the author has created it. Remember that usually the tone or
attitude cannot be named with a single word - think complexity.
S Shifts Rarely does a poem begin and end the poetic experience in the same place. As is true of
most us, the poet's understanding of an experience is a gradual realization, and the poem is
a reflection of that understanding or insight. Watch for the following keys to shifts:
• key words, (but, yet, however, although)
• punctuation (dashes, periods, colons, ellipsis)
• stanza divisions
• changes in line or stanza length or both
• irony
• changes in sound that may indicate changes in meaning
• changes in diction
T Title Now look at the title again, but this time on an interpretive level. What new insight does
the title provide in understanding the poem.
T Theme What is the poem saying about the human experience, motivation, or condition? What
subject or subjects does the poem address? What do you learn about those subjects? What
idea does the poet want you take away with you concerning these subjects? Remember that
the theme of any work of literature is stated in a complete sentence an ...
Poetry ExplicationWorld Literature Poetry Explication Assignment.docxharrisonhoward80223
Poetry Explication
World Literature Poetry Explication Assignment
Due: 12/02/16 (end-of-day)
The Assignment:
Write a four-page explication of two short poems from our assigned texts in Week 5 (research optional). Choose two poems that you think will work well together, but offer contrast on some levels (either in form or in content). Poems covered deeply in class discussion are not eligible for this assignment. Pick poems we did not cover in depth.
About Explication:
Explication is the unraveling of a poem (or story or play), analyzing the poem word-by-word, line-by-line, or stanza-by-stanza. In unfolding the poem, address any literary devices you see: simile and metaphor, allusion, rhyme, rhythm, repetition, onomatopoeia, form, and other techniques (see Poetry.org). How do these all contribute to the overall message of the poem?
An explication is a way for you to slow down and focus on the detail. Often, a poem that you find confusing will make sense once you take some time to examine it piece by piece.
Cite all sources according to MLA and include a Works Cited page.
Introduction: Include title (in quotation marks), author, dates, brief background of the author if necessary and relevant, a brief summary of the plot (situation), or literal level of the poem, and your thesis, which is an interpretation (argument) of the meaning you see.
Body Paragraphs: Systematically go through the poem showing the techniques stated in your thesis and showing how they relate to the poet’s argument. Brief quotes should be incorporated into your sentences to clarify your point. Do not, under any circumstance, quote the entire poem within the paper. If you quote three or fewer lines, an inline quote, you should introduce the quote with a signal phrase, and then quote the section of the poem, indicating line breaks with a “/” and stanza breaks with a “//”.
Author writes, “quoted line/quoted next line” (871).
To quote more than three lines, use a block quote. In either case, follow the quote with a parenthetical reference of the line number(s). And then, make sure that you follow the quote with a close analysis/unpacking of the meaning. If you quote there must be a reason, and it is your job to “unpack” what is inside the quote—don’t expect readers to see your points only based on the quote.
Conclusion: Here you pull the paper together and reaffirm your thesis. You could discuss how the poem relates to real life and/or use this paragraph to disagree with the poet’s argument if you wish. Avoid, “I think…” or “I feel…” language. Be specific with word choice and avoid vague words like unique, interesting, amazing, etc.
Style: Keep your sentences focused on the poem itself. Include transitions where appropriate to avoid jumping quickly from one topic to the next.
Additional Style Tips: While the explication tends to be a chronological progression, consider the organization of the paper. How can you group your observations? This, as any other formal paper, shoul.
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ELA Mod1 Lesson 7
1. Reading Poetry and Identifying
Theme:
Robert Frost’s “A Time to Talk”
Grade 4: Module 1A: Unit 1: Lesson 7
R. Medina
2. Learning Target
I can determine the theme of a poem. (RL.4.2)
I can explain the structural elements of a poem.
(RL.4.5)
I can engage effectively in a range of collaborative
discussions. (SL.4.1)
I can plan a symbol for my wampum belt.
3. “A Time to Talk”
“A Time to Talk” by Robert Frost
talk about how this poem looks different
from the previous texts.
What makes this a poem?
Read the title. Discuss with your table what
this poem may be about.
4. “A Time to Talk”
Reading poetry aloud often helps us to gain
better understanding of the poem. Also,
poems usually need to be read multiple
times to figure out what the poet is saying.
Sometimes even adults will read a poem ten
times when trying to figure out its meaning!
Follow along as I read the poem aloud once.
5. “A Time to Talk”
Did you notice my reading? Did you notice I stopped at
the periods and paused at the commas?” Rhythm Rhyme?
Images? Speed at which I read?
The structure of poems will vary, but the punctuation will
always tell you how you should read them. Let’s read the
poem aloud again. How many sentences are in the poem?
How do you know?
Read the poem silently and circle any words that are
unfamiliar. Many of the words can be figured out using
context. If it is an outdated word and does not have a clear
definition, the important thing is that not understanding
the word does not get in the way of comprehending the
entire poem.
6. What is this poem about?
Distribute Guiding Questions
Work in fours. You will now read the poem to
deconstruct it, or figure out its meaning. Read the
poem aloud multiple times as you answer the
questions.
If you do not know a meaning of a word, remember -
sometimes the definition is not necessary in order to
get the gist of the poem.
7. Determining the Theme
of “A Time to talk”
We will now be talking about the theme of this
poem.
Theme is the central message or main idea.
Take out Keeping Track Chart and fill in a row for
the poem, focusing on summary theme and making
connections.
8. Closing
How would you explain the structure of this poem?
How does this poem connect to the other texts you
have read?
How does this poem influence the symbol you
choose for their wampum belt?
Editor's Notes
Call on student volunteers to share differences they find with the rest of the class. Students should notice that punctuation is different. If not, call their attention to the fact that each line is not necessarily a sentence. Inform students that poets do this for different reasons, but the important thing to remember is that when we read the poem, we should read it using the punctuation marks the poet includes. This means pausing at commas and stopping at periods, even if they are in the middle of a line.
Additional differences that they may notice (or you can point out) :
the poem is visually set up differently than regular sentences
there is some rhyme
it has a title
Call on student volunteers to share their ideas for theme as well as any evidence they have to support that theme. Listen for:
There is always time for friends.
Friends should always make time to talk to each other.
Communication is important to friendship.
Read the poem once again, stopping at the end of each sentence to “remind yourself” of what is going on – or in some cases stopping at the end of each piece of punctuation and asking students to call out the summary. Put it all together here