Themes2
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The document discusses the difference between topic and theme. Topic refers to the subject matter of a story and can be summarized in one or two words, such as love or death. Theme refers to the overall message or life lesson the author aims to convey and requires a full sentence to articulate, for example "love can overcome any obstacle." To identify a work's theme, one should consider what the characters say, how they change, any recurring symbols, and whether the author directly states the theme.
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Themes
The document discusses the difference between a topic and a theme. A topic can be summed up in one or two words and is the subject of the story, while a theme is a complete sentence that conveys the life lesson or message the author wants to convey. To identify a theme, one should consider if it is directly stated, what characters say or learn, recurring symbols, and ask questions about the text. An example is provided of a short story where the theme is directly stated as "Friends in fine weather only, are not worth much."
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The document provides notes and objectives for an English class. It introduces the literary term "theme" and defines it as the central idea or statement that unifies a literary work. Students are asked to describe the theme of Romeo and Juliet or a movie they have watched. The class will also review terms like metaphor, simile, imagery and identify them in a sample poem. Students will analyze a poem by Robert Frost and discuss what it means and how they know the theme.
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2. The class reviewed poetry vocabulary and literary devices like imagery and metaphor. They analyzed the poem "Blackberry Eating" by identifying these techniques and answering questions.
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The document provides biographical information about American poet Robert Frost and analyzes his famous poem "The Road Not Taken." It discusses how the poem describes coming to a fork in the road in the woods and choosing the path less traveled. Though commonly seen as promoting individualism, the poem actually does not moralize and says that any choice inevitably changes one's life in unknown ways.
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Robert Frost was an American poet known for depicting realistic New England life through familiar language. He won four Pulitzer Prizes and spoke at JFK's 1961 inauguration. The poem "The Road Not Taken" describes two roads diverging in a yellow wood. The speaker cannot travel both so must choose one. Though the roads appear equally worn, the speaker chooses the less traveled road, doubting they will ever return to see where the other leads. This choice to take the road less traveled has made all the difference.
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Robert Frost was born in 1874 in San Francisco and moved to New England at age 11. He attended Dartmouth College and Harvard but did not complete his studies, disliking academic conventions. For 12 years, he supported himself through teaching and farming while writing poetry. In 1912, he moved his family to England where his first book was published. He then returned to the US and settled on a farm in New England. Frost's poetry uses traditional forms to explore modern themes of alienation, often depicting the solitary quest to understand an indifferent universe through symbols drawn from rural New England life. He won numerous honors including 4 Pulitzer Prizes and served as an unofficial poet laureate of the United States.
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This document provides background information on the American poet Robert Frost. It discusses where he was born and raised, his education, his marriages, his publications and successes, his time spent in England, his style and themes, and influence. It also notes that he lived and taught in Massachusetts and Vermont for many years before passing away in 1963, and that this class will analyze his poem "The Death of the Hired Man".
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The document discusses three types of narration: first person narration uses "I" and "we" and tells the story from the perspective of a character within it. Second person narration uses "you" and talks directly to the reader, making them the main character. Third person narration uses "he" or "she" and describes other people without including the narrator as a character in the story.
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This document provides information about a student named Lalji Baraiya, including their course details, enrollment number, and topic for a paper on the Robert Frost poem "Design." It then summarizes elements of the poem, including its form as a Petrarchan sonnet composed of two stanzas with an ABBA rhyme scheme. Finally, it analyzes themes in the poem like the fear of the universe's rules of nature and fate versus free will, and explores imagery and sound devices used by Frost.
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Relationship between Estragon and Vladimir in " Waiting for Godot"
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Similar to Themes2
Themes
The document discusses the difference between a topic and a theme. A topic can be summed up in one or two words and is the subject of the story, while a theme is a complete sentence that conveys the life lesson or message the author wants to convey. To identify a theme, one should consider if it is directly stated, what characters say or learn, recurring symbols, and ask questions about the text. An example is provided of a short story where the theme is directly stated as "Friends in fine weather only, are not worth much."
Thursday, february 2nd
The document provides notes and objectives for an English class. It introduces the literary term "theme" and defines it as the central idea or statement that unifies a literary work. Students are asked to describe the theme of Romeo and Juliet or a movie they have watched. The class will also review terms like metaphor, simile, imagery and identify them in a sample poem. Students will analyze a poem by Robert Frost and discuss what it means and how they know the theme.
Thursday feb 9
1. The document is notes from an English class discussing poetry terms like imagery, denotation, and connotation. It provides examples of analyzing the poem "Blackberry Eating" and discusses reading strategies.
2. The class reviewed poetry vocabulary and literary devices like imagery and metaphor. They analyzed the poem "Blackberry Eating" by identifying these techniques and answering questions.
3. The lesson objective was to review poetry terms, discuss new concepts like denotation vs connotation, and read the poem "Blackberry Eating" while practicing visualization as a reading strategy.
Wednesday, february 1st
The document provides an overview of the daily lesson plan and activities for an English class. It includes objectives for literary terms like metaphor, simile, and imagery. Students will practice identifying these terms in poems and create their own poems using these techniques. As part of a pair activity, students will analyze poems using the terms and provide examples. A new term, theme, is introduced and defined. The class will analyze a poem by Robert Frost to identify its theme.
THE ROAD NOT TAKEN BY ROBERT FROST
The poem The Road Not Taken by Robert Frost is about a traveler who comes to a fork in the road in a yellow wood and must choose which path to follow. While both paths look equally fair, the traveler chooses the less traveled path, believing it will make the biggest difference. The poem uses the metaphor of diverging roads to represent important life choices and symbolizes the theme that choosing the unconventional or less popular option can lead to a more meaningful outcome.
Friday, february 3rd
This document contains notes from an English class. It introduces the literary term "theme" and defines it as the central idea or statement that unifies a literary work. Examples of themes in famous works are provided. The notes then discuss analyzing the theme of poems like "Romeo and Juliet" and analyzing a sample poem for its literary devices. The document models how to write a paragraph analyzing a poem's theme and structure using evidence from the text.
The Road Not Taken NOTES - Robert Frost2022.pdf
Life is full of such situations where we need to make a choice. While we resolve a complex dilemma, there remains a fear that the other choice might be favourable too. But we need to choose one and leave the other option. Frost takes us to encounter one such experience and brings home a metaphorical take away.
The narrator comes upon a fork in the road while walking through a yellow wood. He considers both paths and concludes that each one is equally well-travelled and appealing. After choosing one of the roads, the narrator tells himself that he will come back to this fork one day to try the other road. However, he realizes that it is unlikely that he will ever have the opportunity to come back to this specific point in time because his choice of path will simply lead to other forks in the road (and other decisions).
The narrator ends on a nostalgic note, wondering how different things would have been, had he chosen the other path.
Digital Poetry Project
This poem discusses the importance of true friendship. It emphasizes that a real friend is trustworthy, provides companionship during lonely times, and serves as a support to lean on during difficult periods. A friend is described as a "special gift of life" and "one of the best things one can ever be." The poem stresses that to be a good friend, one must be selfless rather than motivated by personal gain or fame. Overall, it conveys that friendship can positively change lives when based on trust, loyalty and mutual support.
look at some techniques of reading literature, especially poetry,.docx
look at some techniques of reading literature, especially poetry,
examine how to find the literal meaning of a poem
examine how to find the figurative meaning of a poem
use "The Road Not Taken" as an example of how to read for literal and figurative meaning in a poem
read some poems
complete Draft 2A, which asks you to write about the literal and figurative meaning of a poem,
examine some ways to write an essay about a poem
complete Draft 2B, which asks you to write a paragraph about a poem,
submit a draft to SmarThinking for feedback
and write Paper 2.BY
KIM ADDONIZIO
I want a red dress.
I want it flimsy and cheap,
I want it too tight, I want to wear it
until someone tears it off me.
I want it sleeveless and backless,
this dress, so no one has to guess
what’s underneath. I want to walk down
the street past Thrifty’s and the hardware store
with all those keys glittering in the window,
past Mr. and Mrs. Wong selling day-old
donuts in their café, past the Guerra brothers
slinging pigs from the truck and onto the dolly,
hoisting the slick snouts over their shoulders.
I want to walk like I’m the only
woman on earth and I can have my pick.
I want that red dress bad.
I want it to confirm
your worst fears about me,
to show you how little I care about you
or anything except what
I want. When I find it, I’ll pull that garment
from its hanger like I’m choosing a body
to carry me into this world, through
the birth-cries and the love-cries too,
and I’ll wear it like bones, like skin,
it’ll be the goddamned
dress they bury me in.
Draft 2A: Literal and Figurative Meaning of a Poem
We have been learning how to get at the literal and figurative meanings of a poem. Now, it is your turn. In Draft 2A you are asked to give the literal and figurative meanings of one poem.
Literal Meaning
Write in paragraph form a paraphrase of the literal meaning you see in a poem such that you
put the poem's words in your own words,
get at the literal (not figurative or metaphorical or symbolic) meaning,
end up with about the same number of words as in the original poem, and
write in typical standard English prose.
Figurative Meaning
Write in paragraph form the figurative meaning you see in a poem such that you
sum up the central figurative idea of the poem,
support that interpretation of the figurative idea of the poem with quotations from the poem to support your ideas,
use quotation marks and cites the quotation and, if necessary, uses the forward slash between lines of poetry, and
write in standard English prose paragraphs.
Requirements for Draft 2A
1. You may choose to work with one or two other students in this class to do this assignment. That is, two or three people may work to produce one assignment.
2. Choose one of the poems listed on the page called "Reading Some Poems" in this unit.
3. Work with the poem, as shown in this unit, to understand and then write the literal meaning.
Essay tips 1
This document provides guidance on writing introductions, thesis statements, and outlines for essays. It emphasizes that the thesis statement is usually the last sentence of the introduction paragraph and tells the reader the main point or argument that will be made in the essay. It also notes that a good thesis statement directly addresses the essay question. The document includes examples of thesis statements, essay outlines, and analysis questions to help structure essays.
Humanities3 130919101104-phpapp01
The document discusses the key elements of literature including emotional appeal, intellectual appeal, and humanistic value. It provides examples of works that illustrate these different elements, such as poems by Elizabeth Browning and Amado Hernandez. The document also covers different types of literature such as escape and interpretative literature. Additionally, it discusses elements of various genres including short stories, poetry, and their usage for purposes like moralizing, propaganda, and therapy. Key components of different genres are outlined, such as plot, character, theme, and language in short stories and imagery, metaphor, rhythm and meter in poetry.
Wednesday february 8
The document outlines an English class where students learned about denotation and connotation, reviewed literary terms, constructed a five paragraph essay analyzing Robert Frost's poem "The Road Not Taken", and began analyzing the poem "Blackberry Eating" which involved identifying literary devices and answering questions about the poem.
Stylistic and Element Kristine ).pptx
This document defines stylistics as the linguistic analysis and interpretation of literary texts. It examines various elements of style studied in literature such as character development, dialogue, imagery, metaphor, point of view, rhythm and more. Understanding these elements and how authors employ them creates their unique writing voice and makes one work distinct from another. Studying literature allows people to appreciate language, understand different cultures, empathize with characters, fuel imagination and expand vocabulary.
Reading TaskTraveling through the Dark” by William Stafford, p.docx
Reading Task:
“Traveling through the Dark” by William Stafford, p. 440
“My Papa’s Waltz” by Theodore Roethke, p. 479
“Shall I compare thee to a summer’s day?” by William Shakespeare, p. 487
“Do Not Go Gentle into That Good Night” by Dylan Thomas, p. 491
“Alzheimer’s” by Kelly Cherry, p. 512
“Building with Its Face Blown Off” by Billy Colins, p. 541
“The Video” by Fleur Adcock, p. 551
“A Red, Red Rose” by Robert Burns, p. 561
"this morning (for the girls of eastern high school)” by Lucille Clifton, p. 563
“Because I could not stop for Death” by Emily Dickinson, p. 565
“The Road Not Taken” by Robert Frost, p. 574
“Pied Beauty” by Gerard Manley Hopkins, p. 575
“Harlem” by Langston Hughes, p. 576
“The New Colossus” by Emma Lazarus, p. 579
“They” by Siegfried Sassoon, p. 581
Task Type:
Individual Project
Deliverable Length:
1,000–1,200 words
Points Possible:
100
Due Date:
9/9/2013 11:59:59 PM CT
[removed]
Weekly tasks or assignments (Individual or Group Projects) will be due
by
Monday and late submissions will be assigned a late penalty in accordance with the late penalty policy found in the syllabus. NOTE: All submission posting times are based on midnight Central Time.
For your third Individual Project, you will be writing
an essay of 1,000 words or more about two additional poems from the assigned reading list
. Please select two works from the list of fifteen—excluding the one you already reflected on in Part A of the Phase 3 DB assignment—and answer the questions below. Again, be sure to begin your paper with an engaging introduction and clear thesis statement, develop each point in the body of your paper using examples and quotes from the poems, and conclude your paper with a restatement of your thesis and closing remarks. Also, make sure you maintain your credibility by including in-text citations and a reference list correctly formatted in APA style.
Imagery: What visual images can you identify in both poems? Comment on the details you notice about objects, places, people, colors, textures and so forth. Which of your other senses are stimulated by the poets’ descriptions?
Figures of Speech: List the specific metaphors, similes, puns and other figures of speech each poet uses and how they contribute to the poem’s overall meaning. (Remember, figurative language is not literal but rather suggestive of something else. For example, the metaphor, “Jack is a pig,” is not a reference to an actual animal with hooves but rather someone named Jack who has pig-like qualities or mannerisms.)
Symbolism: Identify the symbols you notice in each poem. What abstract concepts (e.g., love, death, truth) might the concrete objects (e.g., persons, places, things) suggest?
Language and Word Choice: Every word in a poem has been included (or left out) after much deliberation, as poets choose their words very carefully. Remark on the following in each poem: Does the poet use informal or formal language? Does he or she write in .
Petite poetry unit
The document provides an overview of a poetry unit for students. It includes discussions of poetry features, different types of poems like sonnets and haiku, and literary devices like metaphor and simile. Students analyze poems like "How to Eat a Poem" which uses a food metaphor to represent reading poetry, and "I'm Nobody! Who Are You?" by Emily Dickinson which compares being a nobody to a frog. The unit aims to help students understand and appreciate different aspects of poetry.
Friday feb 10
The document summarizes notes from an English class covering several topics:
1. The teacher reviewed poetry terms like denotation and connotation and had students take notes on the differences.
2. Students read and analyzed the poem "Blackberry Eating," identifying literary devices and answering questions.
3. The class discussed vocabulary from the poem and terms like imagery, metaphor, and rhythm.
Appreciating poetry full- study- guide
The document provides information about various poetic devices and forms including rhyme scheme, alliteration, onomatopoeia, metaphor, personification, and sonnets. It also analyzes several poems including "The Eagle" by Tennyson, "Winter" by Shakespeare, "Shall I Compare Thee" by Shakespeare, and "Meeting at Night" by Browning, discussing their themes, tones, figures of speech, and forms. The document aims to define and explain key elements of poetry.
Poetry.ppt
This document provides an overview of poetry terms and concepts:
- It defines poetry as a type of literature that uses specific forms like lines and stanzas to express ideas and feelings.
- Key terms are introduced like line, stanza, rhyme, and rhyme scheme. Different types of poems are also outlined like free verse, acrostic poems, haikus, and limericks.
- Figurative language devices like similes, metaphors, and personification are explained.
- Examples of poems are provided to illustrate different concepts.
Poetry.ppt
Poetry can be summarized in 3 sentences:
Poetry is a type of literature that uses specific forms and techniques to convey ideas, feelings, or tell a story. It uses elements like rhyme, rhythm, imagery and figurative language to express experiences or emotions in a unique way. There are many different types of poems including haikus, acrostics, free verse, couplets and more which vary in structure, length, and style.
Poetry
This document provides an introduction to poetic devices and terms, defining and giving examples of various literary techniques used in poetry. It defines end rhyme, internal rhyme, alliteration, onomatopoeia, simile, metaphor, hyperbole, personification, symbolism, free verse, allusion, rhythm, imagery, lines and stanzas, diction, tone, and mood. Examples of poems are used to illustrate each technique. The document emphasizes paying attention to these elements to understand the meaning and purpose of a poem.
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Themes2
- 2. Theme is NOT…. Topic Often confused for each other because they are related.
- 3. Topic vs. Theme Topic The subject that a story is about Can be summed up in 1 or 2 words Examples: Love, Death, etc., Theme The Message or Life Lessons the author wants the reader to learn Takes a complete sentence to state Examples: Love can overcome any obstacle Death is not always scary
- 6. Finding the Theme Does the author directly state the theme? What do the characters say? Do the characters change or learn anything? Are there any recurring symbols or patterns of events? Questions to ask Sometimes, the theme is DIRECTLY STATED by the author in the text. Otherwise you must INFER the theme using clues you find in the text.
- 7. Example: The Swallow & the Crow The Swallow and the Crow had an argument one day about their plumage. Said the Swallow: "Just look at my bright and downy feathers. Your black stiff quills are not worth having. Why don't you dress better? Show a little pride!" "Your feathers may do very well in spring," replied the Crow, "but—I don't remember ever having seen you around in winter, and that's when I enjoy myself most." Friends in fine weather only, are not worth much. - From Aesop’s Fables
- 8. The Swallow & the Crow… (continued) What is this story’s topic? Friendship What is this story’s theme? Friends in fine weather only, are not worth much. How did you identify the theme? The author directly states it in the text. Interpret this lesson in your own words.
- 9. The Road Less Traveled Written and Read by Robert Frost What is the theme? Two roads diverged in a yellow wood, And sorry I could not travel both And be one traveler, long I stood And looked down one as far as I could To where it bent in the undergrowth; Then took the other, as just as fair, And having perhaps the better claim, Because it was grassy and wanted wear; Though as for that the passing there Had worn them really about the same, And both that morning equally lay In leaves no step had trodden black. Oh, I kept the first for another day! Yet knowing how way leads on to way, I doubted if I should ever come back. I shall be telling this with a sigh Somewhere ages and ages hence: Two roads diverged in a wood, and I— I took the one less traveled by, And that has made all the difference.
- 10. The Road Not Taken... Possible themes: Some decisions are impossible to make One decision can change your life It is impossible to know what the future will bring.